Test Bank For Educational Psychology, 7th Edition All Chapters - 9781260237771.pdf

PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA
N N N N


Ministry of Higher Education and Scientific Research Universi
N N N N N N N


ty of Oran 2 Mohamed Ben Ahmed
N N N N N N


Faculty of Foreign Languages Departme
N N N N


nt of English N N




EDUCATIONAL PSYCHOLOGY AND U N N N




NDERLYING TEACHING N




AWARENESSES




A Course in Educational psychology for Fourth Yea
N N N N N N N




r Students of E.N.S.O. N N N




PresentedNby:NDr.NNazihaN BENOSMANE




2020-2021

,Level: Fourth year English students at E.N.S.O. (Ecole Nationale Supérieure d’Oran).
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Course Name: Educational Psychology.
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Course Schedule: 1 hour and a half a week during both semesters.
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Course Description:
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TheNcurrentNcourseNisNdesignedNtoNintroduceNsomeNpsychologicalNprinciples,NdifferentNtheoriesN
andNassumptionsNrelatedNtoNtheNlearning/NteachingNprocess.NConsiderationNisNgivenNtoNtheNobje
ctivesNofNtheNEFLNteaching;Nnamely,NtoNtheNlearner-
centeredNpedagogy,Nlearners’Ndiversity,NandNlearners’Nautonomy.NInNaddition,NitNisNaNpreparator
yNcourseNforNfutureNteachersNtoNdevelopNanNawarenessN andNreadinessN forNtheirN career.

TheNcourseNprovidesNtheNexistingNtheoreticalNprinciplesNandNappliedNaspectsNofNlearning,Nhuma
nNdevelopmentNandNmaturation,NdevelopmentNofNintelligence,Npersonality,NaffectiveNandNsocial
dimensionsNinNrelationNtoNtheirNeffectNonNtheNindividualNasNaNlearnerNinNtheNeducationalNcontex
N



t.NRespectively,NtheNessenceNofNtheNsubjectNmatterNfirstNoffersNtheNstudyNofNlearningNtheoriesNin
cludingNbehavioral,Ncognitive,Nemotional,NandNsocialNlearningNprocessesNthatNaffectNeducationN
andNtheNstudent’sNinvolvementNtoNincludeNaffectiveNparameters,NenvironmentalNinfluences,Nand
socialization.NFocusNisNalsoNputNonNindividualNdifferencesNamongNlearnersNincludingNlearningN
N



stylesN andNlearningN strategies.

Course Objective:
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TheNcurrentNcourseNaimsNtoNprovideNstudentsNwithNknowledgeNandNawarenessNnecessaryNforNthe
irNfutureNcareerNasNEnglishNlanguageNteachers.NHence,NafterNsuccessfullyNcompletingNthisNcours
e,NstudentsN willN beNableNto:

1. DefineN ‘educationalN psychology’N andNexplainN itsNroleNinNtheNeducationalN context.
2. DiscussNtheNimportanceNofN‘educationalNpsychology’NtoNtheNenhancementNofNaNstudent’
sNmotivation,N self-confidence,N andNself-esteem.
3. DistinguishNtheNexistingNtheoreticalNlearningNtheories;NdiscussNtheNdifferentNbehavioural
,Ncognitive,Nhumanistic,NandNsocialNfactors;NandNacknowledgeNtheirNimpactsNinNtheNlearni
ngNprocess.
4. DescribeNhowNstudentsNassimilateNnewNinformation,NconstructNknowledge,NacquireNskill
s,NandNdevelopN habits.
5. ApplyNlearningN theoriesN andNmodelsN intoNclassroomNsituations.
6. DescribeN howNteachersN andNstudentsN contributeN toNaNproductiveN learningN environment.

, 7. IdentifyNandNdiscussNtheNmajorNcomponentsNandNtechniquesNofNclassroomNplanning,Nma
nagementNandNinstructionNandNhowNtheseNcomponentsNandNtechniquesNaddressNindividu
alN differences.
8. ApplyNstrategiesN thatNhelpN diverseN studentsN workNcooperativelyN andNeffectively.

References:
Bornstein,N M.H.N &N Lamb,N M.E.N (2005).N DevelopmentalN science:N AnN advancedN textbookN.
Mahwah,N NJ:NErlbaum,N 2005.

Cloninger,NSusanNC.NTheoriesNofNPersonality:NUnderstandingNPersonsN(6thNed.Ned.).NBoston:NP
earsonNEducation.N pp.N19–101.

DeweyNJ.N(1910).NHowNWeNThink.NNewNYorkND.C.NHeathN&NCo.

Feldman,NDianeNE.NPapalia,NRuthNDuskinN(2010).NANChild'sNWorld:NinfancyNthroughNadolescen
ceN(12thNed.Ned.).NNewNYork:NMcGraw-Hill.

Inhelder,NBN&NPiaget,NJN(1958).NTheNGrowthNofNLogicalNThinkingNfromNChildhoodNtoNAdolesc
ence.N NewNYork:NBasicN Books.

Krashen,NS.N(1988).NPrinciplesNandNPracticesNinNSecondNLanguageNAcquisition.NLondon:NPerg
amonN Press.

Lucas,NJ.L.;NBlazek,NM.A.N&NRiley,NA.B.N(2005).NTheNLackNofNRepresentationNofNEducationalN
PsychologyNandNSchoolNPsychologyNinNIntroductoryNPsychologyNTextbooks.NEducationa
lNPsychology,N25,N347–51.

Seligman,N M.N (2008,N AugustN 8).N PositiveN EducationNandN theN NewN Prosperity:N Australia'sN
Edge. Education Today. Retrieved JanuaryN N N 2010,
fromNhttp://www.minniscomms.com.au/educationtoday/articles.php?articleid=
148

Schunk,ND.NH.N(2012)NLearningNTheories:NAnNEducationalNPerspectivNe.NSixthNedition.N Boston.
MA:NPearson.

Shaffer,N DavidN R.N (2009).N SocialN andN PersonalityN DevelopmentN (6thN ed.N ed.).N Australia:N
Wadsworth.N pp.N21–36

Smith,N P.K.;N Cowie,N H.N &N Blades,N M.N UnderstandingN Children'sN Development.N BasicN
PsychologyN (4Ned.).NOxford,N England:N Blackwell.

Wood,NS.E.;NWood,NC.E.N&NBoydND.N(2006).N MasteringNtheNworldNofNpsychologyN(2Ned.).NAllyn
N&NBacon.




Zimmerman,N B.J.N &N Schunk,N D.H.N (Eds.)N (2003).N EducationalN psychology:N AN CenturyN ofNC
ontributions.NMahwah,N NJ,NUS:NErlbaum

, Course Syllabus (S1&S2)
N N




LectureNOne:NIntroductionN toNEducationalN Psychology:NMeaning,NNatureNandNScope.

1. WhatNisNPsychology?
2. DefinitionN ofNEducation
3. WhatNisNEducationalN psychology?
4. NatureN ofNEducationalN Psychology
5. ScopeNofNEducationalN Psychology
LectureNTwo:NLearningN Theories-NI.NBehaviorism

1. Introduction
2. DescriptionN ofNBehaviorism
3. HowNBehaviorismN ImpactsN learning
LectureNThree:NLearningN Theories-NII.NCognitivism

1. Introduction
2. WhatNisNCognitivism?
2.1 Piaget’sN DevelopmentalN Theory
2.2 CognitivistN LearningN Theory
3. HowNCognitivismN ImpactsN Learning
LectureN Four:N LearningN Theories-NIII.NConstructivism

1. Introduction
2. WhatNisNConstructivism?
3. Background
3.1. CognitiveN Constructivism
3.2. Socio-culturalN Constructivism:N Vygotsky’sN Theory
3.2.1 TheNZoneNofNProximalN DevelopmentN (ZPD)
4. HowNConstructivismN ImpactsN Learning
LectureN Five:NLearningN Styles

1. Introduction
2. DefinitionN ofNLearningN Styles
3. TypesNofNLearningN Styles
4. KolbNLearningN Inventory




LectureN Six:NLearningN Strategies

1. Introduction