Universitat Internacional de Catalunya
Learning and Personality Development
Other languages of instruction: English, Spanish,
Teaching staff
Ingrid Creus Jorquera: icreus@uic.es
Anna Carballo Márquez: acarballo@uic.es
Introduction
In this subject, education, learning and psychological development in the adolescent stage will be studied. Specifically, the cognitive, linguistic, psychomotor, social and affective development, the teaching and learning processes in the classroom and the process of knowledge construction in the school institution.
The field of cognitive neuroscience has advanced significantly in recent decades, mainly due to the technological development of neuroimaging techniques that have made it possible to study the human brain in vivo and at different ages while carrying out various types of cognitive tasks. Many of these studies have focused on the processes of learning and memory. They have allowed us to explore how the brain encodes, develops, retains and retrieves information, and how some factors intervene or interfere in these neurobiological processes that support learning and cognitive development.
On the other hand, today the educational field is experiencing a strong renewal and pedagogical change based on reflective practice due, above all, to the important and accelerated social and technological changes that accompany the new century. The alarming statistics regarding school failure also clearly indicate that the current educational system does not meet the social, cultural and educational needs of today's children and adolescents.
In this quest to find a theoretical framework that can justify and support pedagogical change and improvement from a scientific and rigorous point of view, educators have become increasingly interested in the implications that an empirical field such as neuroscience, which allows the study of the biological basis of behaviour and cognition, can contribute to the design of teaching-learning situations.
From this growing interest, educational neuroscience has emerged as a new inter-discipline oriented towards the study and improvement of teaching-learning processes from a scientific perspective and based on the functioning of the brain, from the interaction between three different areas of knowledge: neurosciences, psychology and education.
Pre-course requirements
To take the subjects of this master's degree, the access criteria specified by the Department of Education must be met.
Objectives
- To understand the possible applications of neurosciences to the educational field, from a scientific, critical and rigorous perspective.
- To identify the main stages of neuro-development and their possible implication in the design of educational practices.
- To describe the neurobiological bases that support the different learning and memory processes.
- To differentiate the different elements and factors that can intervene and interfere in the teaching-learning processes and take them into account in the design of educational practices.
- Identify the stages of adolescent personality development
- Identify and recognize intrapersonal and interpersonal psychological factors that influence school learning and the implications for the educational process
- Use different strategies and tools to know the motivation of students and how to encourage it.
- Adapt educational situations in people with different abilities and learning rhythms
- Develop proposals aimed at promoting the acquisition of knowledge and skills to improve the climate and learning in the classroom.
Competences/Learning outcomes of the degree programme
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB08 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CE01 - Identify the characteristics of students, their social contexts and motivations; understand the development of the personality of these students and the possible dysfunctions that affect learning
- CE02 - Distinguish the mechanisms for detecting and attending to the educational needs of students
- CE03 - Plan the resolution of educational situations that affect students with different abilities and different learning rates; develop proposals based on the acquisition of intellectual and emotional skills and abilities
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
Learning outcomes of the subject
- The student understands the possible applications of neuroscientific advances in the educational field, as well as their most important limitations.
- The student identifies the different milestones in neurodevelopment from birth to the end of adolescence, as well as their possible implications in the design of pedagogical practices.
- The student recognises the different types of learning and memory of the brain, as well as their corresponding neurobiological correlations.
- The student identifies the different factors (body-mind, emotions, social brain, language, executive functions, etc.) that intervene and interfere in the learning and memory processes.
- The student is able to design educational practices adapted to neuro-scientific knowledge about how the brain learns.
- The student is able to design learning material based on neuroscientific knowledge about how the brain learns.
- Identify the phases of the adolescent's personality development.
- Identify and recognize the intrapersonal and interpersonal psychological factors that influence school learning and the implications in the educational process.
- Use different strategies and tools to know the motivation of the students and how to encourage it.
- Adapts educational situations in people with different abilities and learning rhythms.
- Develop proposals aimed at promoting the acquisition of knowledge and skills to improve the climate and learning in the classroom.
Syllabus
THEMATIC BLOCK I: EDUCATIONAL NEUROSCIENCE
1. Introduction to educational neuroscience:
1.1 Possibilities and limitations.
1.2 Neuromyths and neurophilia.
2. Neurodevelopment:
2.1 Brain maturation and sensitive periods.
2.2 Adolescent brain.
3. Brain and learning:
3.1 Neuronal plasticity.
3.2 Types of memory.
4. Elements involved in learning and memory processes:
4.1 Body-mind relationship.
4.2 Emotional brain and motivation.
4.3 Social brain.
4.4 Brain and language.
4.5 Executive functions.
4.6 Learning spaces.
THEMATIC BLOCK II: ATTENTION TO DIVERSITY
1. The concept of personality.
2. Individual differences in learning dynamics:
2.1. Learned helplessness
2.2. Intelligence and identity.
2.3. Roles in the classroom.
3. Learning difficulties. Special educational needs.
4. Curriculum designs favoring adaptation to individual differences.
4.1. DUA
4.2. Transversal curricular attention to diversity.
Teaching and learning activities
Online
|
TEACHING METHODOLOGIES |
|
|
1 |
CT - Theoretical / lecture classes online |
|
2 |
REC- Resolution of exercises and problems |
|
3 |
ABP - Project Based Learning |
|
4 |
CP - Online practical classes |
|
TRAINING ACTIVITIES |
|||||
|
1 |
CML - Online Master Class |
Hours |
24 |
Presentiality (%) |
0 |
|
2 |
CPL - Practical Online Class |
Hours |
15 |
Presentiality (%) |
0 |
|
3 |
ETI - Study and individual work |
Hours |
75 |
Presentiality (%) |
0 |
|
4 |
TL - Online Tutoring |
Hours |
3 |
Presentiality (%) |
0 |
|
5 |
TG - Group work |
Hours |
8 |
Presentiality (%) |
0 |
|
TOTAL |
125 (5 ECTS) |
|
|
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Evaluation systems and criteria
Online
1st Call:
Thematic block I: 50%
- Open question exam: 15%
- Presentation of work: 35%
Thematic Block II: 50%
- Open question exam: 15%
- Educational intervention proposal: 35%
|
1 |
PT - Presentation of online assignments or through videos |
Minimum weighting |
25% |
Maximum weighting |
35% |
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|
2 |
PA - Open questions Exam |
Minimum weighting |
15% |
Maximum weighting |
30% |
|||||||||||||
|
3 |
IE - Educational intervention proposal |
Minimum weighting |
25% |
Maximum weighting |
50% |
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Bibliography and resources
Blakemore, S.J. & Frith, U. (2007). Cómo aprende el cerebro. Las claves para la educación. Barcelona: Ariel.
Carballo, A. & Portero, M. (2018). 10 ideas clave Neurociencia y Educación, aportaciones para el aula. Barcelona: Graó.
Coll, C. (Coord.) (2010). Desarrollo, aprendizaje y enseñanza en la Educación Secundaria. Barcelona: Graó.
Delgado, B. (coord.) (2009). Psicología del desarrollo desde la infancia a la vejez. Madrid: MacGraw-Hill.
Feldman, R. S. (2007). Desarrollo psicológico a través de la vida. México: Pearson Educación.
Holmes, J. (2014). John Bowlby and Attachment Theory. New York: Routledge.
Mariscal, S., Giménez-Dasí, M., Carriedo, N. i Corral, A. (coord.) (2009). El desarrollo psicológico a lo largo de la vida. Madrid: MacGraw-Hill.
Morgado I. (2014). Aprender, recordar y olvidar. Claves cerebrales de la memoria y la educación. Barcelona: Ariel.
Palacios, J. (1992). Introducción a la psicología evolutiva. Dins A. Marchesi, C. Coll (comps). Desarrollo psicológico y educacional. Madrid: Alianza.
Papalia, D.E., Duskin , R i Wendkos ,S. (2009). Psicología del desarrollo: de la infancia a la adolescencia. México: MacGraw-Hill.
Perinat, A. (2002). Psicología del desarrollo: del nacimiento al final de la adolescencia. Barcelona: UOC
Piaget, J., Inhelder, B. i Weaver, H. (2008). The psychology of the child. USA: Basic books.
Shaffer,D.R. & Kipp,K. (2007). Psicología del desarrollo. Infancia y adolescencia. (7ª Ed.). Mexico: Thompson.
Sousa, D. (2014). Neurociencia educativa: Mente, cerebro y educación. Madrid: Narcea.
Tokuhama-Espinosa, T. (2011). Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching. New York: W.W. Norton.
Triadó, C. (1995). Psicologia Evolutiva. Vic: Eumo