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General information

Code:
12301
Main Scientific area:
  • Education
Regime:
Half-yearly
ECTS:
5
Teaching type:
Presential
Language of instruction:
Portuguese

Contact Hours

Autonomous work:
95  hours
Classes:
45  hours  -  Theory Practice

Objectives of education

Cognition and learning have faint borders, referring both to the acquisition of knowledge, skills, and problem-solving. That proximity allows the valorisation of certain cognitive and metacognitive processes as crucial to learning, helping to differentiate the behaviourist and social learning perspectives. Once these assumptions are known, through programs of curriculum infusion, the CU will demonstrate how student’s cognitive skills can be developed in a school context.

Key learning outcomes

- To deepen and to discuss cognition and learning issues in its relations and specificities, considering the schooling context;
- To problematize cognition and learning as multifaceted concepts;
- To discuss educational implications of cognition and learning in order to identify and to solve problems in the classroom;
- To present, to reflect and to create cognitive promotion tools applicable to the classroom;
- To develop analytical, reflective, critical and creative skills towards problems of cognition and learning in schools.

Program summary

1. From intelligence to cognition: Concepts and implications for learning
1.1. Meanings and assessment of intelligence
1.2. Cognitive and metacognitive processing of information
1.3. Perceptive, attentional, mnesic and reasoning processes; metacognition
1.4. Cognition or cognitions? Critical and creative thinking. Cognitive styles.
2.Other approaches of learning: The behavioural and the social paradigms
2.1. Behaviourism.
2.2. Learning principles.
2.3. Behaviours operacionalisation, registration and modification in the classroom.
2.4. Social learning.
2.5.Socio-cognitive and motivational dimensions.
2.6. Learning processes.
2.7. Self-regulation of behaviour.
3. From concepts to intervention in the school context: Cognitive training.
3.1. Programs of cognitive skills promotion.
3.2. Cognitive processes and curriculum.
3.3. Criteria for successful cognitive training.

Essential bibliography

Almeida, L. S., & Araújo, A. M. (2014). Aprendizagem e sucesso escolar: Variáveis pessoais dos alunos. ADIPSIEDUC.

Almeida, L. S., & Rocha, A. (Coords.) (2018). Sobredotação: Uma responsabilidade coletiva. Cerpsi.

Blakemore, S-J., & Frith, U. (2009). O cérebro que aprende: Lições para educação. Gradiva.

Miranda, G. L., & Bahia, S. (Orgs.) (2005). Psicologia da educação. Temas de desenvolvimento, aprendizagem e ensino. Relógio d’Água.

Morais, M. F. (2001). Definição e avaliação da criatividade: Contributos da perspectiva cognitiva. Universidade do Minho.

Teaching methods

During the classes, after reading the suggested texts, students will disclose their conceptions and knowledge on the themes to be developed in class, in a way that they can deepen and restructure their scientific knowledge on the presence and relevance of cognitive and metacognitive processes in the quality of student learning in schools.
Once these assumptions are acknowledged, students are supported in planning a lesson where the goal of cognitive training may be infused.
Several teaching strategies will be implemented: lectures; analysis and discussion of selected texts and of cases that take place in a classroom context; tutorials in small groups; design of a group project (infused program of cognitive training). Students will be the main actors of their learning path.

Assessment methods

- Theoretical test covering the contents taught (40% of the curricular unit total score);
- Planning an intervention of cognitive training (60% of the curricular unit total score): planning a curricular infusion class, in small groups, that simultaneously aims at teaching curriculum contents and at training cognitive processes.
Each assessment element must have a minimum of 7,5 to be considered in the total score.