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Lecturer(s)
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Šťastná Michaela, Mgr.
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Plevová Irena, doc. PhDr. Ph.D.
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Včelařová Hana, PhDr. Ph.D.
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Course content
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- Analysis of preconceptions in relation to the issue of the subject. The emergence of psychology, the definition of the discipline and main fields. - The brain as the organ base of the psyche - Information processing and mental representation in the process of cognition - Consciousness - Sensory perception and its importance in the educational process - Attention and its importance in the educational process - Memory and its importance in the educational process - Emotions and their importance in the educational process - Language and speech and their importance in the educational process - Motivation and its importance in the education process - Learning - Thinking and its importance in the educational process - Intelligence and creativity and their importance in the educational process
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration
- Participation in classes
- 10 hours per semester
- Educational trip
- 25 hours per semester
- Preparation for examination
- 54 hours per semester
- Home preparation for classes
- 56 hours per semester
- Preparation for course credit
- 20 hours per semester
- Term paper
- 15 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| defines the essence of the subject and sub-fields of psychology, identifies significant milestones in the history of psychology |
| defines the essence of the subject and sub-fields of psychology, identifies significant milestones in the history of psychology |
| explains current basic knowledge about information processing and mental representations |
| explains current basic knowledge about information processing and mental representations |
| explains current basic knowledge about psychic functions of the human brain |
| explains current basic knowledge about psychic functions of the human brain |
| describes and explains consciousness, sensory perception, memory, attention, language (speech), emotion, motivation, learning, thinking, intelligence and creativity |
| describes and explains consciousness, sensory perception, memory, attention, language (speech), emotion, motivation, learning, thinking, intelligence and creativity |
| explains the importance of partial psychological functions, processes and states in terms of the quality of education and personal life |
| explains the importance of partial psychological functions, processes and states in terms of the quality of education and personal life |
| Skills |
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| proposes examples documenting some principles of contemporary scientific psychology creates a timeline with significant milestones in the history of psychology |
| proposes examples documenting some principles of contemporary scientific psychology creates a timeline with significant milestones in the history of psychology |
| creates a conceptual map defining the relationships between sub-fields of psychology and frequently used methodological procedures |
| creates a conceptual map defining the relationships between sub-fields of psychology and frequently used methodological procedures |
| prepares and demonstrates the effects of some objective optical illusions |
| prepares and demonstrates the effects of some objective optical illusions |
| creates a diagram demonstrating the interaction of memory components |
| creates a diagram demonstrating the interaction of memory components |
| teaching methods |
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| Knowledge |
|---|
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Demonstration |
| Demonstration |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Observation |
| Observation |
| Practice exercises |
| Practice exercises |
| Students working in pairs |
| Students working in pairs |
| Teamwork |
| Teamwork |
| Self-reflection |
| Self-reflection |
| assessment methods |
|---|
| Preparation of a presentation, giving a presentation |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Preparation of a presentation, giving a presentation |
| Oral examination |
| Oral examination |
| Didactic test |
| Didactic test |
| Questionnaire |
| Questionnaire |
| Written examination |
| Written examination |
| Conversation |
| Conversation |
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Recommended literature
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ATKINSON, R. a kol. Psychologie. Praha, 2003.
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Atkinson, R. L. et al. Psychologie.
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Cakirpaloglu, P. Úvod do psychologie osobnosti.
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CAKIRPALOGLU, P. Úvod do psychologie osobnosti. Praha, 2012.
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Goleman, D. Emoční inteligence.. Metafora, 2011.
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Hartl, P., & Hartlová, H. Velký psychologický slovník. Praha: Portál, 2010.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzdělávání.. Praha: Grada., 2018.
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Lukšík, I. & Marková, D. Životné štýly a reprodukcia. In Kontexty ľudskej reprodukcie na Slovensku..
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Lukšík, I. Rezidenciálna reziliencia - kontextuálna povaha psychologických konštruktov. In Sadovská Halamová J.(ed.) Komunitná psychológia na Slovensku. Zborník z vedeckej konferencie Komunitná psychológia na Slovensku Bratislava: UK, 53-65..
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Mareš, J., Čáp, J. Psychologie pro učitele. Praha: Portál, 2013.
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Mertin, V., & Gillernová, I. Psychologie pro učitelky mateřské školy. 2010. ISBN 9788073676278.
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Mertin, V., & Gillernová, I. Psychologie pro učitele. Praha: Portál, 2010.
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Nakonečný, M. Obecná psychologie.. Triton., 2015.
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Pacholík, V., Nedělová, M., & Šmatelková, N. Rozvíjení sociálních dovedností dětí prostřednictvím pohybových her. Zlín: Univerzita Tomáše Bati ve Zlíně., 2016.
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Pacholík, V. Psychologická propedeutika. Distanční studijní opora. Zlín: UTB ve Zlíně, 2018.
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Plháková, A. Dějiny psychologie.
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Rapčan, M. Etika versus emoce: kazuistiky pro pracovníky ve zdravotnictví, ve školství a v sociální oblasti.. Praha: Grada, 2021.
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Sternberg, R., J. Kognitivní psychologie.. Praha: Portál, 2002.
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Vágnerová, M. Obecná psychologie: dílčí aspekty lidské psychiky a jejich orgánový základ.. Praha: Karolinum, 2016.
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