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Lecturer(s)
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Včelařová Hana, PhDr. Ph.D.
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Course content
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The emergence of psychology, definition of the discipline, main fields and methods The brain as the organ base of the psyche Information processing and mental representation in the process of cognition Consciousness and its importance in the field of education Selected topics from the field of sensory cognition Attention as an indicator of the functional state of the brain Memory, its types and memorization strategies Language and speech, application of speech components in education Emotions as a basic and regulatory system of a person Motivation - selected aspects related to education Learning and thinking - the use of subspecies in education Intelligence and creativity - use and development possibilities Curriculum summary
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Learning activities and teaching methods
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- Home preparation for classes
- 33 hours per semester
- Participation in classes
- 42 hours per semester
- Preparation for examination
- 40 hours per semester
- Term paper
- 35 hours per semester
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| learning outcomes |
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| Knowledge |
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| the student can define basic psychological categories |
| the student can define basic psychological categories |
| describe psychology as a scientific discipline |
| describe psychology as a scientific discipline |
| explain the basic theoretical concepts and mechanisms of the functioning of the human psyche |
| explain the basic theoretical concepts and mechanisms of the functioning of the human psyche |
| describe simple diagrams of the organ bases of psychological functions |
| describe simple diagrams of the organ bases of psychological functions |
| to describe changes in psychological functions in different age periods |
| to describe changes in psychological functions in different age periods |
| Skills |
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| the student can interpret changes in psychological functions from the point of view of education and individual development |
| the student can interpret changes in psychological functions from the point of view of education and individual development |
| apply a psychological approach to the field of adult education |
| apply a psychological approach to the field of adult education |
| reflect their own emotions |
| reflect their own emotions |
| distinguish actions resulting from intrinsic or extrinsic motivation |
| distinguish actions resulting from intrinsic or extrinsic motivation |
| apply acquired knowledge in the process of own learning |
| apply acquired knowledge in the process of own learning |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Demonstration |
| Demonstration |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Individual work of students |
| Individual work of students |
| Practice exercises |
| Practice exercises |
| Students working in pairs |
| Students working in pairs |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Observation |
| Observation |
| Teamwork |
| Teamwork |
| Skills |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Demonstration |
| Demonstration |
| Practice exercises |
| Practice exercises |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Teamwork |
| Teamwork |
| Students working in pairs |
| Students working in pairs |
| assessment methods |
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| Knowledge |
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| Analysis of educational material |
| Analysis of educational material |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Systematic observation of the student |
| Systematic observation of the student |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Written examination |
| Written examination |
| Oral examination |
| Oral examination |
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Recommended literature
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Cakirpaloglu, P. Psychologie osobnosti. Grada. 2012.
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Demick, J., & Andreoletti, C. Handbook of adult development. New York: Kluwer. 2003.
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Fontana. Psychologie ve školní praxi: příručka pro učitele. Portál. 2014.
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Goleman, D. Emoční inteligence. Grada. 2011.
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Goswami, U. Cognitive Development: The Learning Brain. United Kingdom: Taylor & Francis. 2008.
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Jedlička, R., Koťa, J., & Slavík, J. Pedagogická psychologie pro učitele: psychologie ve výchově a vzdělávání. Grada. 2018.
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Krengel, M. Tajemství efektivního učení: dvakrát lepší výsledky s polovičním úsilím. Grada. 2015.
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Orel, M. a Facová, V. Člověk, jeho smysly a svět. Grada. 2010.
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Plháková. Obecná psychologie. Academia. 2023.
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Průcha, J. Psychologie učení: teoretické a výzkumné otázky pro edukační praxi. Grada. 2020.
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Pugnerová, M. a kol. Psychologie pro studenty pedagogických oborů. Grada. 2019.
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Rapčan, M. Etika versus emoce: kazuistiky pro pracovníky ve zdravotnictví, ve školství a v sociální oblasti. Grada. 2021.
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Slaměník, I. Emoce a interpersonální vztahy. Grada. 2011.
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Tennant, M. Psychology and adult learning: the role of theory in informing practice. Fourth edition. New York. 2020.
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Vágnerová, M. Obecná psychologie. Dílčí aspekty lidské psychiky a jejich orgánový základ. Karolinum. 2016.
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