ZUT - Krajowe Ramy Kwalifikacji / Rok 2018/2019 / Wydział Technologii i Inżynierii Chemicznej / Technologia chemiczna (N3) / Sylabus przedmiotu - Psychological and axiological base of college education process

Wydział Technologii i Inżynierii Chemicznej - Technologia chemiczna (N3)

Sylabus przedmiotu Psychological and axiological base of college education process:

Informacje podstawowe

Kierunek studiów	Technologia chemiczna
Forma studiów	studia niestacjonarne	Poziom	trzeciego stopnia
Stopnień naukowy absolwenta	doktor
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

Forma dydaktyczna	KOD	Semestr	Godziny	ECTS	Waga	Zaliczenie
ćwiczenia audytoryjne	A	1	11	0,5	0,50	zaliczenie
wykłady	W	1	6	0,5	0,50	zaliczenie

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-A-3, T-W-3, T-W-2	M-3, M-1, M-2	S-3
ChT_3-_A04_W02 He has knowledge of conceptual approach to ethical issues in scientific and didactic work.	ChT_3-_W07	—	C-2	T-A-3	M-3, M-5, M-2	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, C-2	T-A-3, T-W-3, T-W-2	M-4, M-3, M-5, M-2	S-1, S-3, S-2
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-2, T-A-1, T-A-4, T-A-5, T-A-3, T-W-1	M-4, M-5	S-3, 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-_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-A-3, T-W-3, T-W-2	M-4, M-3, M-5, M-2	S-1, S-2

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
ChT_3-_A04_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-_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	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
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

Galloway Ch., Psychologia uczenia się i nauczania, PWN, Warszawa, 1988
Hall Calvin S., Campbell John B., Lindzey Gardner, Teorie osobowości, PWN, Warszawa, 2006
Wartości akademickie a jakość kształcenia i badań naukowych. Relacje pomiędzy aksjologicznym i proceduralnym podejściem do pracy akademickiej, projekt badawczy KBN: KBN 1 H01A 01728., 2011
Hall Calvin S., Campbell John B., Lindzey Gardner, Teorie osobowości, PWN, Warszawa, 2006
Akademicki kodeks wartości, przyjęty na posiedzeniu Senatu Uniwersytetu Jagiellońskiego w dniu 25 czerwca 2003 r., 2003
Dobre praktyki w szkołach wyższych, Zgromadzenie Plenarne Konferencji Rektorów Akademickich Szkół Polskich, 2007

Literatura dodatkowa

Mietzel G., Psychologia kształcenia, GWP, Gdańsk, 2003
Brzezińska A., Brzeziński J., Ewaluacja procesu kształcenia w szkole wyższej, Wydawnictwo Fundacji Humaniora, Poznań, 2000
Dryden G., Vos J., Rewolucja w uczeniu, Zysk i S-ka, 2011
Jan Hartman, Mistrzu gdzie jesteś, wykład przedstawiony podczas konferencji ''Wyprawka dla nauczyciela'' (zorganizowanej wspólnie przez ''Gazetę Wyborczą'' i Wydawnictwo OPERON), 2010
Dryden G., Vos J., Rewolucja w uczeniu, Zysk i S-ka, 2011

Treści programowe - ćwiczenia audytoryjne

KOD	Treść programowa	Godziny
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

Treści programowe - wykłady

KOD	Treść programowa	Godziny
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

Formy aktywności - ćwiczenia audytoryjne

KOD	Forma aktywności	Godziny
A-A-1	Participation in lectures.	11
A-A-2	Preparation for exercises	4
		15

(*) 1 punkt ECTS, odpowiada około 30 godzinom aktywności studenta

Formy aktywności - wykłady

KOD	Forma aktywności	Godziny
A-W-1	Preparation for conversational lecture	7
A-W-2	Consultation	2
A-W-3	Participate in exercises	6
		15

(*) 1 punkt ECTS, odpowiada około 30 godzinom aktywności studenta

Pole	KOD	Znaczenie kodu
Zamierzone efekty kształcenia	ChT_3-_A04_W01	Capable of using basic psychological terms related to learning and college tuition.
Odniesienie do efektów kształcenia dla dyscypliny	ChT_3-_W07	She/he has knowledge about the directions of development and the most important novel achievements in technology and chemical engineering and related fields to the selected direction of research.
Cel 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.
Treści programowe	T-A-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	T-W-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	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.
Metody nauczania	M-3	Problem lecture
	M-1	Information lecture
	M-2	Conversational lecture
Sposób oceny	S-3	Ocena podsumowująca: Credit
Kryteria oceny	Ocena	Kryterium oceny
	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

Pole	KOD	Znaczenie kodu
Zamierzone efekty kształcenia	ChT_3-_A04_W02	He has knowledge of conceptual approach to ethical issues in scientific and didactic work.
Odniesienie do efektów kształcenia dla dyscypliny	ChT_3-_W07	She/he has knowledge about the directions of development and the most important novel achievements in technology and chemical engineering and related fields to the selected direction of research.
Cel przedmiotu	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	T-A-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
Metody nauczania	M-3	Problem lecture
	M-5	Presentations and presentations of students
	M-2	Conversational lecture
Sposób oceny	S-3	Ocena podsumowująca: Credit
Kryteria oceny	Ocena	Kryterium oceny
	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

Pole	KOD	Znaczenie kodu
Zamierzone efekty kształcenia	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.
Odniesienie do efektów kształcenia dla dyscypliny	ChT_3-_U06	She/he can determine the direction of self-education necessary for the purposes of research.
Cel 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.
Cel przedmiotu	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	T-A-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	T-W-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	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.
Metody nauczania	M-4	Panel discussion
	M-3	Problem lecture
	M-5	Presentations and presentations of students
	M-2	Conversational lecture
Sposób oceny	S-1	Ocena formująca: Substantial activity during the lecture
	S-3	Ocena podsumowująca: Credit
	S-2	Ocena formująca: Assessment of participation activities during exercise
Kryteria oceny	Ocena	Kryterium oceny
	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

Pole	KOD	Znaczenie kodu
Zamierzone efekty kształcenia	ChT_3-_A04_U02	He is able to analyze cases of scientific and didactic work in the context of ethics.
Odniesienie do efektów kształcenia dla dyscypliny	ChT_3-_U06	She/he can determine the direction of self-education necessary for the purposes of research.
Cel 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.
Cel przedmiotu	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	T-A-2	Cognitive activities of the learning subject. Difficulties resulting from grading honesty and accuracy. Grading related to the ability to learn.
	T-A-1	Psychological aspects of social life and axiological base of learning. Connectional and cognitive attitudes.
	T-A-4	Motivation, reinforcement, teaching strategies
	T-A-5	Evaluation in the learning process. Problems related to the accuracy and reliability of evaluations. Evaluating and shaping learning skills.
	T-A-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	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.
Metody nauczania	M-4	Panel discussion
Metody nauczania	M-5	Presentations and presentations of students
Sposób oceny	S-3	Ocena podsumowująca: Credit
Sposób oceny	S-2	Ocena formująca: Assessment of participation activities during exercise
Kryteria oceny	Ocena	Kryterium oceny
	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

Pole	KOD	Znaczenie kodu
Zamierzone efekty kształcenia	ChT_3-_A04_K01	Capable of using the psychological knowledge in organising and inspiring learning processes in others along with own didactic self improvement.
Odniesienie do efektów kształcenia dla dyscypliny	ChT_3-_K03	She/he has the competence necessary to assess the role of the researcher in the scientific and professional environment.
Cel 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.
Treści programowe	T-A-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	T-W-3	Preceptor – teacher as a learning person – self-evaluation of work and achievements.
	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.
Metody nauczania	M-4	Panel discussion
	M-3	Problem lecture
	M-5	Presentations and presentations of students
	M-2	Conversational lecture
Sposób oceny	S-1	Ocena formująca: Substantial activity during the lecture
Sposób oceny	S-2	Ocena formująca: Assessment of participation activities during exercise
Kryteria oceny	Ocena	Kryterium oceny
	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