Wydział Technologii i Inżynierii Chemicznej - Technologia chemiczna (S3)
Sylabus przedmiotu Psychological and axiological base of college education process:
Informacje podstawowe
| Kierunek studiów | Technologia chemiczna | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | trzeciego stopnia |
| Stopnień naukowy absolwenta | doktor inżynier | ||
| Obszary studiów | studia trzeciego stopnia | ||
| Profil | |||
| Moduł | — | ||
| Przedmiot | Psychological and axiological base of college education process | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Studium Nauk Humanistycznych i Pedagogicznych | ||
| Nauczyciel odpowiedzialny | Dariusz Zienkiewicz <Dariusz.Zienkiewicz@zut.edu.pl> | ||
| Inni nauczyciele | Zbigniew Zychowicz <Zbigniew.Zychowicz@zut.edu.pl> | ||
| ECTS (planowane) | 1,0 | ECTS (formy) | 1,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | The basic of psychology |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Upon completion of the course, a doctoral student will be able to reasonably operate the basic psychological terminology associated with learning and teaching in higher education. Get practical skills to exploit your knowledge psychological to improve the quality of teaching, motivation for self-education, as well as their own didactic self-development. |
| C-2 | Upon successful completion of the course, the doctoral student will have the knowledge of conceptualization of ethical issues in scientific and didactic work and acquire the skills to incorporate this knowledge in professional life. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Psychological aspects of social life and axiological base of learning. Connectional and cognitive attitudes. | 3 |
| T-A-2 | Cognitive activities of the learning subject. Difficulties resulting from grading honesty and accuracy. Grading related to the ability to learn. | 2 |
| T-A-3 | Preceptor – teacher as a learning person – self-evaluation of work and achievements. | 2 |
| T-A-4 | Motivation, reinforcement, teaching strategies | 2 |
| T-A-5 | Evaluation in the learning process. Problems related to the accuracy and reliability of evaluations. Evaluating and shaping learning skills. | 2 |
| 11 | ||
| wykłady | ||
| T-W-1 | Psychology of cognitive and emotional-motivational processes in relation to the college education process. Thinking; memory; intelligence; motivation; emotion's influence on one's behaviour; temperament and it's traits; frustration and psychological pressure. | 2 |
| T-W-2 | Psychological aspects of social life and axiological foundation of didactics. Connectional and cognitive learning theories. Subject's cognitive activity. Difficulties resulting from grading honesty and accuracy in the educating process; grading as a factor in the ability of learning. | 2 |
| T-W-3 | Preceptor – teacher as a learning person – self-evaluation of work and achievements. | 2 |
| 6 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in lectures. | 11 |
| A-A-2 | Preparation for exercises | 4 |
| 15 | ||
| wykłady | ||
| A-W-1 | Preparation for conversational lecture | 7 |
| A-W-2 | Consultation | 2 |
| A-W-3 | Participate in exercises | 6 |
| 15 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Information lecture |
| M-2 | Conversational lecture |
| M-3 | Problem lecture |
| M-4 | Panel discussion |
| M-5 | Presentations and presentations of students |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Substantial activity during the lecture |
| S-2 | Ocena formująca: Assessment of participation activities during exercise |
| S-3 | Ocena podsumowująca: Credit |
Zamierzone efekty kształcenia - wiedza
| Zamierzone efekty kształcenia | Odniesienie do efektów kształcenia dla dyscypliny | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| ChT_3-_A04_W01 Capable of using basic psychological terms related to learning and college tuition. | ChT_3-_W07 | — | C-1 | T-W-2, T-W-3 | M-1, M-3 | S-3 |
Zamierzone efekty kształcenia - umiejętności
| Zamierzone efekty kształcenia | Odniesienie do efektów kształcenia dla dyscypliny | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| ChT_3-_A04_U01 Posseses practical abilities enabling the use of his or her psychological knowledge to improve his or her teaching quality, self-education motivating and his or her own dicactic self improvement. | ChT_3-_U06 | — | C-1 | T-W-2, T-W-3 | M-2, M-3, M-4, M-5 | S-1, S-3 |
| ChT_3-_A04_U02 He is able to analyze cases of scientific and didactic work in the context of ethics. | ChT_3-_U06 | — | C-1, C-2 | T-A-1, T-W-1, T-A-2, T-A-3, T-A-4, T-A-5 | M-4, M-5 | S-2, S-3 |
Zamierzone efekty kształcenia - inne kompetencje społeczne i personalne
| Zamierzone efekty kształcenia | Odniesienie do efektów kształcenia dla dyscypliny | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| ChT_3-_A04_K01 Capable of using the psychological knowledge in organising and inspiring learning processes in others along with own didactic self improvement. | ChT_3-_K03 | — | C-1 | T-W-2, T-W-3 | M-2, M-3 | S-1 |
Kryterium oceny - wiedza
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A04_W01 Capable of using basic psychological terms related to learning and college tuition. | 2,0 | |
| 3,0 | He can reasonably operate with basic psychological terminology related to learning and teaching in higher education. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - umiejętności
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A04_U01 Posseses practical abilities enabling the use of his or her psychological knowledge to improve his or her teaching quality, self-education motivating and his or her own dicactic self improvement. | 2,0 | |
| 3,0 | It shows the practical skills of exploiting its psychological knowledge in order to improve the quality of teaching, motivation for self-education as well as its own didactic self-development. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| ChT_3-_A04_U02 He is able to analyze cases of scientific and didactic work in the context of ethics. | 2,0 | |
| 3,0 | He is able to analyze cases of scientific and didactic work in the context of ethics. He can practice ethos elements in practice | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A04_K01 Capable of using the psychological knowledge in organising and inspiring learning processes in others along with own didactic self improvement. | 2,0 | |
| 3,0 | Demonstrates basic competences that allow the use of psychological knowledge in the organization and inspiration of the learning process of others, as well as their own didactic improvement. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Literatura podstawowa
- Philip G. Zimbardo, Robert Johnson, Vivian McCann, Psychology: Core Concepts, Books a la Carte, Pearson, 2016
- Campbell John B., Lindzey Gardner, Theories of Personality, Wiley, 1997
- Dryden Gordon, Vos Jeannette, The New Learning Revolution, Network Continuum, 2005
Literatura dodatkowa
- Galloway Charles, Psychology for learning and teaching, McGraw Hill Higher Education, 1976