Zachodniopomorski Uniwersytet Technologiczny w Szczecinie

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 dydaktycznaKODSemestrGodzinyECTSWagaZaliczenie
ćwiczenia audytoryjneA1 11 0,50,50zaliczenie
wykładyW1 6 0,50,50zaliczenie

Wymagania wstępne

KODWymaganie wstępne
W-1The basic of psychology

Cele przedmiotu

KODCel modułu/przedmiotu
C-1Upon 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-2Upon 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

KODTreść programowaGodziny
ćwiczenia audytoryjne
T-A-1Psychological aspects of social life and axiological base of learning. Connectional and cognitive attitudes.3
T-A-2Cognitive activities of the learning subject. Difficulties resulting from grading honesty and accuracy. Grading related to the ability to learn.2
T-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.2
T-A-4Motivation, reinforcement, teaching strategies2
T-A-5Evaluation in the learning process. Problems related to the accuracy and reliability of evaluations. Evaluating and shaping learning skills.2
11
wykłady
T-W-1Psychology 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-2Psychological 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-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.2
6

Obciążenie pracą studenta - formy aktywności

KODForma aktywnościGodziny
ćwiczenia audytoryjne
A-A-1Participation in lectures.11
A-A-2Preparation for exercises4
15
wykłady
A-W-1Preparation for conversational lecture7
A-W-2Consultation2
A-W-3Participate in exercises6
15

Metody nauczania / narzędzia dydaktyczne

KODMetoda nauczania / narzędzie dydaktyczne
M-1Information lecture
M-2Conversational lecture
M-3Problem lecture
M-4Panel discussion
M-5Presentations and presentations of students

Sposoby oceny

KODSposób oceny
S-1Ocena formująca: Substantial activity during the lecture
S-2Ocena formująca: Assessment of participation activities during exercise
S-3Ocena podsumowująca: Credit

Zamierzone efekty kształcenia - wiedza

Zamierzone efekty kształceniaOdniesienie do efektów kształcenia dla dyscyplinyOdniesienie do efektów zdefiniowanych dla obszaru kształceniaCel przedmiotuTreści programoweMetody nauczaniaSposób oceny
ChT_3-_A04_W01
Capable of using basic psychological terms related to learning and college tuition.
ChT_3-_W07C-1T-A-3, T-W-3, T-W-2M-3, M-1, M-2S-3
ChT_3-_A04_W02
He has knowledge of conceptual approach to ethical issues in scientific and didactic work.
ChT_3-_W07C-2T-A-3M-3, M-5, M-2S-3

Zamierzone efekty kształcenia - umiejętności

Zamierzone efekty kształceniaOdniesienie do efektów kształcenia dla dyscyplinyOdniesienie do efektów zdefiniowanych dla obszaru kształceniaCel przedmiotuTreści programoweMetody nauczaniaSposób 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-_U06C-1, C-2T-A-3, T-W-3, T-W-2M-4, M-3, M-5, M-2S-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-_U06C-1, C-2T-A-2, T-A-1, T-A-4, T-A-5, T-A-3, T-W-1M-4, M-5S-3, S-2

Zamierzone efekty kształcenia - inne kompetencje społeczne i personalne

Zamierzone efekty kształceniaOdniesienie do efektów kształcenia dla dyscyplinyOdniesienie do efektów zdefiniowanych dla obszaru kształceniaCel przedmiotuTreści programoweMetody nauczaniaSposób 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-_K03C-1T-A-3, T-W-3, T-W-2M-4, M-3, M-5, M-2S-1, S-2

Kryterium oceny - wiedza

Efekt kształceniaOcenaKryterium oceny
ChT_3-_A04_W01
Capable of using basic psychological terms related to learning and college tuition.
2,0
3,0He 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
3,0He 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 kształceniaOcenaKryterium 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
3,0He 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
3,0He 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 kształceniaOcenaKryterium 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
3,0Demonstrates 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

  1. Galloway Ch., Psychologia uczenia się i nauczania, PWN, Warszawa, 1988
  2. Hall Calvin S., Campbell John B., Lindzey Gardner, Teorie osobowości, PWN, Warszawa, 2006
  3. 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
  4. Hall Calvin S., Campbell John B., Lindzey Gardner, Teorie osobowości, PWN, Warszawa, 2006
  5. Akademicki kodeks wartości, przyjęty na posiedzeniu Senatu Uniwersytetu Jagiellońskiego w dniu 25 czerwca 2003 r., 2003
  6. Dobre praktyki w szkołach wyższych, Zgromadzenie Plenarne Konferencji Rektorów Akademickich Szkół Polskich, 2007

Literatura dodatkowa

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

Treści programowe - ćwiczenia audytoryjne

KODTreść programowaGodziny
T-A-1Psychological aspects of social life and axiological base of learning. Connectional and cognitive attitudes.3
T-A-2Cognitive activities of the learning subject. Difficulties resulting from grading honesty and accuracy. Grading related to the ability to learn.2
T-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.2
T-A-4Motivation, reinforcement, teaching strategies2
T-A-5Evaluation in the learning process. Problems related to the accuracy and reliability of evaluations. Evaluating and shaping learning skills.2
11

Treści programowe - wykłady

KODTreść programowaGodziny
T-W-1Psychology 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-2Psychological 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-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.2
6

Formy aktywności - ćwiczenia audytoryjne

KODForma aktywnościGodziny
A-A-1Participation in lectures.11
A-A-2Preparation for exercises4
15
(*) 1 punkt ECTS, odpowiada około 30 godzinom aktywności studenta

Formy aktywności - wykłady

KODForma aktywnościGodziny
A-W-1Preparation for conversational lecture7
A-W-2Consultation2
A-W-3Participate in exercises6
15
(*) 1 punkt ECTS, odpowiada około 30 godzinom aktywności studenta
PoleKODZnaczenie kodu
Zamierzone efekty kształceniaChT_3-_A04_W01Capable of using basic psychological terms related to learning and college tuition.
Odniesienie do efektów kształcenia dla dyscyplinyChT_3-_W07She/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 przedmiotuC-1Upon 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 programoweT-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-2Psychological 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 nauczaniaM-3Problem lecture
M-1Information lecture
M-2Conversational lecture
Sposób ocenyS-3Ocena podsumowująca: Credit
Kryteria ocenyOcenaKryterium oceny
2,0
3,0He can reasonably operate with basic psychological terminology related to learning and teaching in higher education.
3,5
4,0
4,5
5,0
PoleKODZnaczenie kodu
Zamierzone efekty kształceniaChT_3-_A04_W02He has knowledge of conceptual approach to ethical issues in scientific and didactic work.
Odniesienie do efektów kształcenia dla dyscyplinyChT_3-_W07She/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 przedmiotuC-2Upon 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 programoweT-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
Metody nauczaniaM-3Problem lecture
M-5Presentations and presentations of students
M-2Conversational lecture
Sposób ocenyS-3Ocena podsumowująca: Credit
Kryteria ocenyOcenaKryterium oceny
2,0
3,0He is knowledgeable in the conceptual approach of ethical issues in scientific and didactic work
3,5
4,0
4,5
5,0
PoleKODZnaczenie kodu
Zamierzone efekty kształceniaChT_3-_A04_U01Posseses 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 dyscyplinyChT_3-_U06She/he can determine the direction of self-education necessary for the purposes of research.
Cel przedmiotuC-1Upon 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-2Upon 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 programoweT-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-2Psychological 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 nauczaniaM-4Panel discussion
M-3Problem lecture
M-5Presentations and presentations of students
M-2Conversational lecture
Sposób ocenyS-1Ocena formująca: Substantial activity during the lecture
S-3Ocena podsumowująca: Credit
S-2Ocena formująca: Assessment of participation activities during exercise
Kryteria ocenyOcenaKryterium oceny
2,0
3,0He 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
PoleKODZnaczenie kodu
Zamierzone efekty kształceniaChT_3-_A04_U02He is able to analyze cases of scientific and didactic work in the context of ethics.
Odniesienie do efektów kształcenia dla dyscyplinyChT_3-_U06She/he can determine the direction of self-education necessary for the purposes of research.
Cel przedmiotuC-1Upon 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-2Upon 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 programoweT-A-2Cognitive activities of the learning subject. Difficulties resulting from grading honesty and accuracy. Grading related to the ability to learn.
T-A-1Psychological aspects of social life and axiological base of learning. Connectional and cognitive attitudes.
T-A-4Motivation, reinforcement, teaching strategies
T-A-5Evaluation in the learning process. Problems related to the accuracy and reliability of evaluations. Evaluating and shaping learning skills.
T-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-1Psychology 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 nauczaniaM-4Panel discussion
M-5Presentations and presentations of students
Sposób ocenyS-3Ocena podsumowująca: Credit
S-2Ocena formująca: Assessment of participation activities during exercise
Kryteria ocenyOcenaKryterium oceny
2,0
3,0He 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
PoleKODZnaczenie kodu
Zamierzone efekty kształceniaChT_3-_A04_K01Capable of using the psychological knowledge in organising and inspiring learning processes in others along with own didactic self improvement.
Odniesienie do efektów kształcenia dla dyscyplinyChT_3-_K03She/he has the competence necessary to assess the role of the researcher in the scientific and professional environment.
Cel przedmiotuC-1Upon 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 programoweT-A-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-3Preceptor – teacher as a learning person – self-evaluation of work and achievements.
T-W-2Psychological 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 nauczaniaM-4Panel discussion
M-3Problem lecture
M-5Presentations and presentations of students
M-2Conversational lecture
Sposób ocenyS-1Ocena formująca: Substantial activity during the lecture
S-2Ocena formująca: Assessment of participation activities during exercise
Kryteria ocenyOcenaKryterium oceny
2,0
3,0Demonstrates 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