Curriculum.

Course title PSYCHOLOGY OF EDUCATION I
Code Z109
Status Mandatory
Level University graduated teaching study
Year 1. Semester 1.
ECTS 3 ECTS credits
Lecturer Daniela Šincek, Assistant Professor
Course objective Introduce students to the practical aspects of psychology of education.
Prerequisites Completed undergraduated study
Learning outcomes: After successfully completed course, student will be able to:

  1. Define the basic concepts of psychology of education
  2. Describe the biological basis of behavior
  3. Differentiate and compare the developmental stages of the individual
  4. Explain the relationship between the teaching process, memory process and learning outcomes
  5. Explain the relationship between the individual development (cognitive), personality traits and education process
  6. Describe the specifics of teaching students with learning difficulties
  7. Describe the specifics of teaching students with special needs
  8. Describe the specifics of teaching students with behavioral disorders.
Teaching activity ECTS Learning outcome Students activity Methods of evaluation Points
min max
Class attendance 0,75 1-8 Class attendance Evidence list
Class activity 0,5 1-8 Homework and assignments Evidence list 0 5
Knowledge test (preliminary exam) 0,75 1-8 Preparation for written examination Written preliminary exam 36 60
Knowledge test (practical assignment) 0,5 1-8 Preparation for practical assignment Written practical assignment 12 20
Final exam 0,5 1-8 Repetition of teaching materials Oral exam (and written exam) 12 20
Total 3 1-8 60 100
 Students are evaluated and graded according to all of these elements of monitoring their work, according to elaborated mode of assessment for each element, with which they are familiar and which are publicly available. In the formation of the final grade are taken into account continuous monitoring and knowledge assessment (verification in the form of written and practical assignment) and the final exam. Activity in class is not part of the total grade but add to the total number of points accomplished on the remaining elements of monitoring and testing. Student activity is recorded every class.

An example of shaping the final grade for students:

  • The final score value is calculated according to the formula: written exam + practical assignment + final exam = total number of points + acticity  in the class
  • For passing final grade students are required to achieve a minimum of 60% for each element of monitoring and verification which is assessed.

Rating scale is as follows: 60% – 69.9% = sufficient (2), 70% – 79.9% = good (3), 80% – 89.9% = very good (4), 90% – 100% = excellent (5).

Consultations At the time of consultation and according to the individual agreement; in written and oral form.
Gained competencies Primary knowledge in the field of psychology of education; knowledge of the biological basis of behavior; understanding individual stages of development and relation between intellectual development, personality and education process; knowledge of basic processes related to memory, important learning models and their application in education systems; knowledge of the specifics of working with students with learning difficulties, behavioral disorders and students with special needs.
Content (Course curriculum)
  1. Introduction to scientific psychology
  2. Defining fields of psychology of education
  3. The biological basis of behavior
  4. The development of the individual
  5. Cognitive abilities and creativity
  6. Personality and individual differences
  7. Memory
  8. Learning
  9. Students with learning difficulties and special educational needs
Recommended reading
  • Vizek-Vidović, V., Vlahović-Štetić, V., Rijavec, M. i Miljković, D., (2003). Psihologija obrazovanja. Zagreb: IEP- VERN.
  • Zarevski, P. (2007). Psihologija učenja i pamćenja (5. izdanje). Jastrebarsko: Naklada Slap.
Additional reading
  • Atkinson i Hilgard (2007). Uvod u psihologiju. Jastrebarsko: Naklada Slap
  • Beck, M. (2004). Motivacija. Jastrebarsko: Naklada Slap.
  • Čorkalo Biruški, D. (2009). Primijenjena psihologija: pitanja i odgovori. Zagreb: Školska knjiga.
  • Čudina-Obradović, , M. (1991). Nadarenost: razumijevanje, prepoznavanje, razvijanje. Zagreb: Školska knjiga.
  • Gardner, H. Kornhaber, M.L. i Wake, W. K. (1999). Inteligencija. Jastrebarsko: Naklada Slap.
  • Grgin, T. (2004). Edukacijska psihologija (2. izdanje). Jastrebarsko: Naklada Slap.
  • Grgin, T. (2001). Školsko ocjenjivanje znanja (4. Izdanje). Jastrebarsko: Naklada Slap.
  • Hock, R.R. (2004). Četrdeset znanstvenih studija koje su promijenile psihologiju. Jastrebarsko: Naklada Slap.
  • Rathus S.A. (2001). Temelji psihologije. Jastrebarsko: Naklada Slap.
  • Ribić, K. (1991). Psihofizičke razvojne poteškoće. Zadar: ITP Forum.
  • Slavin, R.E. (2012). Educational psychology: Theory and practice (10th ed.). New York:  Pearson.
  • Vasta, R, Haith, M. M. i Miller, S. A. (2004). Dječja psihologija (3. izdanje). Jastrebarsko: Naklada Slap.
  • Articles from current periodicals
Instructional methods Classes will be conducted through lectures, seminars and discussion groups.
Exam formats Regular assessment during the classes (assignments, homework). The exam consists of a written examination and of the practical assignment during the year and the final oral examination.
Language Croatian
Quality control and successfulness follow up Continuous communication of teacher with students and an anonymous student survey.
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