Psychology of Learning and Teaching *

Enrollment in year

Exam requirements: students who successfully completed practical work.

Importance of psychological education for teachers. Research methods and techniques in education

Development: maturation and learning. Neurophysiological basis of learning.

Theories of psychological development: cognitive (Piaget, development of mathematic competencies), social (Bronfenbrenner, Erikson). Factors of development.

Phases of psychological development. Tempo, individual differences, developmental norms. Language development. Adolescence.

The classification of learning (conditional learning, psychomotor skills learning, verbal learning, discrimination, learning of concepts, rule using, problem solving).

Creativity; promoting creativity in students.

Process of learning. Structure of memory. Retency and forgetting. Learning transfer. Metalearning.

Observational learning, experiential learning.

Moral development.

Factors of academic learning. Physiological factors (physiological changes in adolescence, health, fatigue). Psychological factors (abilities, cognitive and learning styles, cognitive structure, learning approaches, academic motivation, personality and emotional factors). Physical and social factors.

Individual differences among students. Students with special needs.

Psychological aspects of differentiation and individualisation.

Structure and dynamic of small groups. Communication and classroom management. Constructive conflict solving. Solving discipline problems in school. Teacher personality.

Psychological aspects of assessment. Ways of assessment. Metric and motivational function of assessment. Test construction.

Temeljna literatura:

• Marentič Požarnik, B. (2000, 2003, 2012). Psihologija učenja in pouka.

Ljubljana: DZS. 299 str.

• Papalia, D. E., Olds, S. W. in Feldman, R. D. (2003). Otrokov svet: otrokov razvoj od spočetja do konca mladostništva. Ljubljana: Educy. 610 str (izbrana poglavja).

Priporočena literatura:

• Depolli, K. (2002). Psihologija: uvod v raziskovanje. Ljubljana: Teniška založba Slovenije. 72 str.

• Peklaj, C. (2012). Učenci z učnimi težavami v šoli in kaj lahko stori učitelj. Ljubljana: CPI FF.

• Woolfolk, A. (2002). Pedagoška psihologija (izbrana poglavja). Ljubljana: Educy. 610 str.

Student:

• knows the process of learning and factors that influence learning; takes them into account in teaching,
• knows development of students and individual diffeences among them; takes them into account in teaching,
• creates positive learning environment,
• develops motivation in students, positive attitudes toward learning and successful learning strategies, and promotes life- long learning,
• develops positive interpersonal relations among students and their social skills, knows how to regulate students behavior and how to solve interpersonal conflicts
• uses effective ways of communication with students, their parents, school management; leads classroom,
• o knows students with special needs, adapts school work to their specifics and collaborates with other professionals and institutions,
• uses effective ways of following, evaluating and assessing knowledge; gives ongoing information to students and their parents.

Knowledge and understanding: Student:

• knows and understand rules of cognitive, social, emotional and language development,
• understand classification of learning and different factors that promote or hinder learning
• knows characteristics of students with special needs and specifics of their learning,
• knows factors that influence negative relationships in classroom or cause conflicts
• knows successful ways of communication and classroom management, and creation of positive classroom atmosphere,
• knows different ways and forms of knowledge assesment and takes into account their influence on learning process.

Application:

Students knows how to:

• use appropriate forms of learning, adapt them to learning content and individual needs and characteristics of students,
• communicate with students, their parents, colleagues and other professionals,
• create positive learning environment which enables students to feel safe and respected,
• use effective ways of motivating students and promote use of effective learning strategies,
• use appropriate ways and forms of assessment of knowledge and give constructive feedback to students and their parents.

Reflection:

Student:

• • uses critically theoretical knowledge about learning and teaching,
  • assesses effectiveness of different educational interventions (teaching methods, problem solving strategies etc.),
  • implements improvements on the basis of evaluation of effectivenes of methods and procedures,
  • is able to implement theoretical knowledge into teaching practice,
  • is aware about the meaning of positive attitudes towards teaching and work with students,
  • is aware about the meaning of life-long learning,
  • is aware of own responsibility in teaching profession; continuously assesses the ethics of own actions.

Transferable competencies:

Student:

• • knows how to use research methods in different educational contexts,
  • knows how to create effective learning environment,
  • knows how to use ICT and other dydactic tools,
  • knows how to communicate and lead different social groups in different environments and situations,
  • develops strategies of life-long learning and uses them,
  • is able to self-assess own work and procedures
  • is aware of own professional autonomy and realizes it at work.

Lectures, practical work.

Both lectures and practical work include active, experiential and cooperative learning methods.

Melita Puklek Levpušček:
– PUKLEK LEVPUŠČEK, Melita, ZUPANČIČ, Maja. Math achievement in early adolescence : the role of parental involvement, teachers' behavior, and students' motivational beliefs about math. The Journal of Early Adolescence, ISSN 0272-4316, avg. 2009, vol. 29, no. 4, str. 541-570, ilustr [COBISS-SI-ID 1836375]
– PUKLEK LEVPUŠČEK, Melita, ZUPANČIČ, Maja, SOČAN, Gregor. Predicting achievement in mathematics in adolescent students : the role of individual and social factors. The Journal of Early Adolescence, ISSN 0272-4316, May 2013, vol. 33, no. 4, str. 523-551, ilustr [COBISS-SI-ID 49405794]
– PUKLEK LEVPUŠČEK, Melita. Matematična anksioznost in uspešnost pri matematiki. Pedagoška obzorja, ISSN 0353-1392, 2014, letn. 29, [št.] 2, str. 46-60, tabele [COBISS-SI-ID 56200802]
– PUKLEK LEVPUŠČEK, Melita, DEPOLLI STEINER, Katja. Izzivi in prakse poučevanja psihologije v srednjih šolah. 1. izd. Ljubljana: Znanstvena založba Filozofske fakultete, 2021. 239 str., tabele, graf. prikazi. ISBN 978-961-06-0468-6. [COBISS-SI-ID 63671043]

– PUKLEK LEVPUŠČEK, Melita, CUKON, Maja. That old devil called 'statistics': statistics anxiety in university students and related factors. CEPS journal : Center for Educational Policy Studies Journal. 2022, vol. 12, no. 1, str. 147-168. [COBISS-SI-ID 43484163]

Katja Depolli Steiner:

– DEPOLLI STEINER, Katja. Teacher motivation and commitment to the teaching profession among Slovenian teacher education students. Psihološka obzorja : slovenska znanstveno-strokovna psihološka revija. 2022, letn. 31, str. 516-525. [COBISS-SI-ID 122850563]

– DEPOLLI STEINER, Katja. Typology of teacher education students' pedagogical beliefs. Pedagoška obzorja : časopis za didaktiko in metodiko. 2018, letn. 33, [št.] 1, str. 104-115. [COBISS-SI-ID 514780535]

– DEPOLLI STEINER, Katja. Opazovalna praksa pri psihologiji kot del izobraževanja bodočih učiteljev. Vzgoja in izobraževanje : revija za teoretična in praktična vprašanja vzgojno izobraževalnega dela. 2019, letn. 50, 5/6, str. 67-71. [COBISS-SI-ID 71265122]