Type of Credit: Elective
Credit(s)
Number of Students
| Course title: Seminar on Educational Psychology (for master and year-4 students; 13:10-16:00;Mondays elective course; 3 credit hours) | ||||||
| Instructor: | ||||||
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Mei-Shiu Chiu, Professor, NCCU (office hours: 12-13pm Monday; office: Research Building 407; email: chium@g.nccu.edu.tw. Please email me to make an appointment. Thank you!) |
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Emmanuel Manalo, Professor, Kyoto University |
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Yuri Uesaka, Associate Professor, University of Tokyo |
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Course introduction and learner characteristics: |
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1. The course aims to cultivate students ability to advance the knowledge of educational psychology. |
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2. This course is for students interested in the contents, searching for excellence, and accepting the teaching methods. |
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3. The course is suitable for master students with the ability to read English papers. |
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4. Students are encouraged to present research papers (including systematic review or meta-analysis ones) in conferences or jornals. |
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5. Major learning management systems are Moodle and Google Drive. (Facebook or Line groups may be used if needed, due to international participation.) |
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能力項目說明
| Course objectives and learning outcomes | ||
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1. Understand theories and studies on educational psychology. |
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2. Understand research methodologies and trends in educational psychology. |
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3. Evaluate or conduct studies on educational psychology. |
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4. Analyze and review papers in relation to educational psychology. |
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5. Write and present papers in relation to educational psychology. |
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Tentative course calendar/schedule: |
Instructor | assessment | |||||||
| Week | Date | Contents | Mei | Emmanuel | Yuri | in class | essay writing | oral presentation | class Q&A; share |
| 1 | 901 | Course Introduction & Overview | 3 |
lecture;discussion;activity/project;reflection (fi any) |
3 | ||||
| 2 | 908 | Affective Domain in Learning | 3 | same as above | 3 | ||||
| 3 | 915 | Cognitive and Metacognitive Strategy Interventions | 3 | ok | 3hr online | same as above | 3 | ||
| 4 | 922 | Cognitive Domain – Learning Theories | 3 | 3hr online | same as above | 3 | |||
| 5 | 929 | Scaffolding and Instructional Design | 3 | ok | 3hr online | same as above | 3 | ||
| 6 | 106(holiday) | ||||||||
| 7 | 1013 | Social Domain – Learning in Context | 3 | same as above | 3 | ||||
| 8 | 1020 | Motivation in Practice | 3 | same as above | 3 | ||||
| 9 | 1027 | Research Design and Measurement in Educational Psychology | 3 | same as above | 3 | ||||
| 10 | 1103 | School visit (am; 3hr); Data Collection and Data Analysis in Educational Psychology (pm; 3hr; Toshi oral defense) | 6 | in person | in person | school visit; lecture; discussion | 6 | ||
| 11 | 1110 | (no class, due to the 6hr teaching on 1103) | ok (14:30-16:00) | ||||||
| 12 | 1117 | Project 1: Proposals (or with Initial Results) | 3 | (group/individual) proposal oral presentation;reflection (fi any) | 15 | 5 | 3 | ||
| 13 | 1124 | project 2: Writing and Presentation in Educational Psychology | 3 | 3hr online | ok |
conduct research; write research essay; discussion;reflection (fi any) |
3 | ||
| 14 | 1201 | project 3: Completing writing and presenation; Conference preparation | 3 | ok (14:30-16:00) | same as above | 3 | |||
| 15 | 1208 (change to 1213 | mini-conference 1 | 3 | in person | in person | present studies | 3 | ||
| 16 | 1215(change to 1213 | mini-conference 2 | 3 | in person | in person | same as above | 30 | 5 | 3 |
| Total score | 100 | 45 | 10 | 45 |
Please see the "Tentative course calendar/schedule."
| References: Some example references below. | ||||||
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Chiu, M.-S., & Seah, W. T. (2024). Values and valuing pedagogies in affect-focused mathematics teaching. Social Sciences and Humanities Open, 10, 101050. https://doi.org/10.1016/j.ssaho.2024.101050 |
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Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage. |
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Mayer, R. E. (2018). Educational psychology’s past and future contributions to the science of learning, science of instruction, and science of assessment. Journal of Educational Psychology, 110(2), 174-179. https://doi.org/10.1037/edu0000195 |
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Pekrun, R. (2024). Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review, 36(3), 83. https://doi.org/10.1007/s10648-024-09909-7 |
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Plucker, J. A., & Makel, M. C. (2021). Replication is important for educational psychology: Recent developments and key issues. Educational Psychologist, 56(2), 90-100. |
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Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies?. American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794 |
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Course moodle platform, when available.