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 | Aleksander Butrynowski <Aleksander.Butrynowski@zut.edu.pl>, Zbigniew Zychowicz <Zbigniew.Zychowicz@zut.edu.pl> | ||
| ECTS (planowane) | 1,0 | ECTS (formy) | 1,0 |
| Forma zaliczenia | egzamin | 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 | Preceptor – teacher as a learning person – self-evaluation of work and achievements. | 2 |
| T-A-2 | Axiological basis of correct teacher - student relations as a prerequisite for success in education. | 2 |
| 4 | ||
| wykłady | ||
| T-W-1 | Personality. Psychological concepts of man and interpretation of student behavior. The influence of the lecturer's personality on shaping the personality of the students | 4 |
| 4 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in lectures. | 4 |
| A-A-2 | Preparation for discussion and presentation | 11 |
| 15 | ||
| wykłady | ||
| A-W-1 | Participation in lectures. | 4 |
| A-W-2 | Preparing for the exam. | 9 |
| A-W-3 | Consultation | 2 |
| 15 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Problem lecture |
| M-2 | Conversational lecture |
| M-3 | Panel discussion |
| M-4 | Presentations and presentations of students |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Assessment of participation activities during exercise |
| S-2 | Ocena podsumowująca: Exam |
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-_A11_W01 Capable of using basic psychological terms related to learning and college tuition. | ChT_3-_W07 | — | C-1 | T-A-1, T-W-1, T-A-2 | M-1, M-2 | S-2 |
| ChT_3-_A11_W02 He has knowledge of conceptual approach to ethical issues in scientific and didactic work. | ChT_3-_W07 | — | C-2 | T-A-1, T-W-1, T-A-2 | M-1, M-2, M-4 | S-2 |
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-_A11_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. | — | — | C-1 | T-A-1, T-W-1, T-A-2 | M-2 | S-1, S-2 |
| ChT_3-_A11_U02 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-2, C-1 | T-A-1, T-W-1, T-A-2 | M-3, M-4, M-2 | S-1, S-2 |
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-_A11_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-A-1, T-W-1, T-A-2 | M-2, M-3, M-4 | S-1, S-2 |
Kryterium oceny - wiedza
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A11_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 | ||
| ChT_3-_A11_W02 He has knowledge of conceptual approach to ethical issues in scientific and didactic work. | 2,0 | |
| 3,0 | He is knowledgeable in the conceptual approach of ethical issues in scientific and didactic work | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - umiejętności
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A11_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-_A11_U02 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 | 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-_A11_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
- Hall Calvin S., 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