1. GENERAL INFORMATION
1.1. Instructors
PhD Marko
Pranjić
1.6. Year of study
1st year, 2nd semester
1.2. Course title
Pedagogical
psychology
1.7. Credit units (ECTS)
3 ECTS
1.3. Associates
PhD Martina
Knežević
1.8. Course teaching delivery
(number of hours of
lectures+practice+seminars
+e-learning)
2+0+0
1.9. Expected number of
students on the course
20 - 30
1.10. E-learning application level
(1, 2, 3), percentage of
online teaching (max. 20%)
2
1.4. Study programme
(undergraduate,
graduate,
integrated)
1.5. Course status
Graduate
Elective
2. COURSE DESCRIPTION
2.1. Course
objectives
2.2. Prerequisites
for enrolling
the course and
input
competences
necessary for
the course
The main objective of the course is to introduce the students with the systematic
overview of important theoretical insights in the field of pedagogical psychology.
The students will learn about basic models of intelligence, cognitive styles,
creativity, learning, motivation, and teaching. Special emphasis will be put on
the application of this knowledge in the teaching practice. Also, the students will
be acquainted with the needs of gifted children and the children with special
needs in the school environment.
Enrolled graduate study.
The students will be able to:
2.3. Learning
outcomes at
the level of the
programme
that the course
contributes to




Correctly interpret theoretical and practical knowledge in the field of
pedagogical psychology
Explain the challenges and characteristics of the teacher role
Give reasons for using contemporary forms of teaching methods and
social forms of teaching
Identify the adjustments of the school environment and teaching
process to talented children and children with special needs
Upon passing the exam, the student is expected to:
2.4. Expected
learning
outcomes on
the level of the
course (6-10
learnign
outcomes)



Correctly interpret the basic concepts and theoretical insights from the
field (intelligence and creativity, motivation in school, learning, marking,
class management, preparation and planning of teaching, alternative
teaching methods)
Compare different theories of intelligence, motivation and learning, as
well as the teaching methods
Give arguments for and against different pedagogical-psychological
procedures and decisions in practical educational situations, especially
the ones referring to the prevention of bias and prejudice, adjustment of
the teaching process to gifted students or students with special needs


2.5. The course
content
elaborated
according to
the lecture time
schedule (one
to three lines
for a one-hour
lesson)
2.6. Teaching
delivery forms
2.7. Student
Implement valid student achievement evaluation techniques
Prepare the curriculum/syllabus with the support of information
communication technology (e-learning)
 Analyse contemporary topics and phenomena in the field of education in
the context of the learned content
1 Introduction to pedagogical psychology: what is pedagogical psychology,
the history of pedagogical psychology and its objectives, the role in education
and the work of teachers, research methods
2/3 Learning and teaching: cognitive approaches – cognitive development,
information processing theory, attention, short term memory, storing information
in long term memory, information processing depth model, mental maps,
mnemotechnics,
4 Learning and teaching – behaviourist approaches: classical and operant
conditioning (generalization and discrimination of stimuli, positive and negative
sanctions, Premack's principle, rewards and punishments, application in
practice)
5 Learning and teaching – communication - humanistic approach:
communication approach to education (is there any other possibility?, basic
assumptions and features of a communication-based teaching methodology –
didactic game, functional language communication, the method of induction);
humanistic approach to education (to what extent we develop an entire
personality in school, why students are unsatisfied, the basic principles of
humanistic education, application in practice)
6 Learning and motivation in school: (why motivation is important, intrinsic
and extrinsic motivation, basic theories of motivation, how to motivate, the role
of motivation in educational process).
7/8 Individual differences: intelligence, creativity, talent, difficulties with
learning, hyperactivity, and students with special needs.
9 Prejudice and violence in school: prejudice and self-respect, self-fulfilling
prophecy, latent and manifest prejudice, education of ethnic minorities, violence
and its forms, possible causes of violence, how to recognize a bully, children
victims of bullying in school, consequences of bullying, violence, and
intimidation, what we can do.
10 Teacher's competences: what makes a good teacher; professional,
pedagogic, didactic, methodological, and working competences, European
principles, teaching methods
11 Evaluating student achievements: knowledge measurement techniques,
how a good/objective test is made, problems of school marking, standardized
tests, cheating and plagiarism
12/13 Class management: how to approach the class, setting the rules, small
secrets of big teachers, learning from examples, responsibility of students,
influence of family on the development of personality and school success,
cooperation of teachers and parents.
lectures
seminars and
workshops
practice
on line entirely
mixed elearning
field instruction
individual assignments
multimedia and network
laboratory
tutorial work
something else (write
what)
2.7. Comments
Requirements for getting a signature at the end of the semester and for taking
obligations
2.8. Monitoring the
work of
students
(distribute the
share of ECTS
units for each
activity so that
the total
number of
ECTS units
corresponds to
the ECTS
value of the
course)
2.9. Marking and
evaluating the
work of
students during
the instruction
period and the
final exam
the exam are:
 Regular attendance (at minimum 75% lectures, i.e. 11 out of 15)
 Results at two continuous assessment tests at least 50% each or
50% of the final exam
Lecture
0,3
Written exam
Project
attendance ECTS
Active
Experiment
Research
participation in
0,7
al work
class
(something else)
Essay
Report
Continuous
assessmen
t exam
2
ECTS
Seminar paper
(something else)
Oral exam
Two continuous assessment tests are organized during the semester, each
testing a half of the course content and carrying 40 % of the final grade (80% in
total). Taking these exams is not obligatory, but they are held during regular
classes and are announced in advance. The passing threshold is 50%. The
students who fail to take these tests (or one) or fail to achieve a 50% threshold,
as well as the students not satisfied with their mark, should take the final written
exam during the exam term. The students who earn 50% or more on continuous
assessment tests and accept the mark they get are freed from the final exam.
Success threshold in the final exam is also 50%. 20% of the points may be
collected by regular attendance and participation in discussions (and filling out
worksheets in class). Active participation of students is evaluated throughout ( +,
++, -).
How to earn points:
Numerical scale of student evaluation:
1.
Test excellent (5) - 90 to 100% points
40%
very good (4) – 8 to 89,9% points
2.
Test good (3) - 65 to 79,9% points
40%
pass (2) - 50 to 64,9% points
3.
fail (1) - 0 to 49,9% points
Participation in
class and attendance - 20%
or
1.
Final exam - 80%
2.
Participation in class and attendance - 20%
The number
of copies in
the library
Title
2.10. Obligatory
literature
(available in
the library and
on other
media)
(something else)
•
Vizek
Vidović,
V., Vlahović., Štetić, V., Rijavec, M. i Miljković,
D. (2003). Psihologija obrazovanja. Zagreb: IEPVERN.
•
Sternberg, R. J.
Sufficient
Availability
on other
media
i Williams, W. M. (2002). Educational
psychology. Boston: Allyn & Bacon.
•
Woolfolk,
A.
(2007). Educational Psychology. Boston, MA:
Allyn & Bacon.




2.11. Additional
literature (at
the moment of
the study
programme
proposal
application)










2.12. Quality
monitoring
forms that
ensure the
acquisition of
output
knowledge,
skills, and
competences
Andrilović, V. i Čudina- Obradović, M. (1996). Psihologija učenja i nastave.
Zagreb: Školska knjiga.
Buzan, T. (2004). Moć kreativne inteligencije. Zagreb: Veble commerc.
Čudina- Obradović, M. (1991). Nadarenost, razumijevanje, prepoznavanje,
razvijanje. Zagreb: Školska knjiga.
Čudina- Obradović, M. (2008). Da sam ja učiteljica. Zagreb: Učiteljski
fakultet
Grgin, T. (1997). Edukacijska psihologija. Jastrebarsko: Naklada Slap.
Grgin, T. (2001). Školsko ocjenjivanje znanja. Jastrebarsko: Naklada Slap.
Miljkovec, D. i Rijavec, M. (2010). Pozitivna disciplina u razredu. Priručnik
za preživljavanje u razredu. Zagreb: IEP d.o.o.
Miljević-Riđički, R. et al. (2000). Učitelji za učitelje. Primjeri provedbe načela
Aktivne/efikasne škole. Zagreb: IEP d.o.o.
Saha, L. i Dworkin, A., G. (Ur.). (2009). International Handbook of Research
on Teachers and Teaching. New York: Springer.
Priručnici:
Buljan-Flander,G.,Krmek,M.,Borovec,K. I Muhek,R (2007). Nasilje preko
Interneta - cyberbullying. Zagreb: Poliklinika za zaštitu djece grada Zagreba.
Buljan-Flander, G. et al. I ja mogu uspjeti! Djeca s poteškoćama u učenju.
Zagreb: Poliklinika za zaštitu djece grada Zagreba.
Cvetković-Lay, J. (2002). Darovito je, što ću sa sobom? Priručnik za obitelj,
vrtić i školu. Zagreb: Alinea i Centar „Bistrić“.
Cvetković-Lay, J. i Pačjek, V. (2004). Možeš i drukčije. Priručnik s vježbama
za poticanje kreativnog mišljenja. Zagreb: Alinea i Centar „Bistrić“
Students are monitored for active participation in discussion and worksheets
filled in during lessons (marked +, ++, -). Attendance is recorded.