Mar 31, 2023  
OHIO University Undergraduate Catalog 2022-23 
OHIO University Undergraduate Catalog 2022-23
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PSY 2420 - Educational Psychology

Applications of psychological theories and models to educational settings (emphasis on schools). Major topics include goals of education; cognitive, social, and affective development in children; cognitive and behavioral models of learning; motivation; individual differences; effects of social class, ethnicity, gender, and cultural deprivation on learning and development; tests and evaluation. Emphasis is on the role of teachers and parents as facilitators of learning and development. No credit awarded if EDCI 2700 OR EDTE 2000 has been taken.

Requisites: PSY 1010 and WARNING: not EDHP 2700 or EDTE 2000
Credit Hours: 3
OHIO BRICKS Arch: Connected World
Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts.
Lecture/Lab Hours: 3.0 lecture
Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I
Course Transferability: OTM course: TMSBS Social & Behavioral Sciences
College Credit Plus: Level 1
Learning Outcomes:
  • Students will be able to explain primary terminiology, concepts, and findings in educational psychology.
  • Students will be able to apply the logic and methods of scientific inquiry in educational psychology.
  • Students will be able to describe ways the research methods and findings in educational psychology are influenced by the social identities of the investigators.
  • Students will be able to explain how knowledge of educational psychology contributes to becoming an informed citizen.
  • Students will be able to critically state and describe the factors in student’s school, home, community, and culture that may influence development, learning, and motivation.
  • Students will be able to use information from resources with enough interpretation and evaluation to develop an comprehensive analysis of areas of exceptionality in students’ learning.
  • Students will be able to systematically and methodically analyze differences in the way students learn and evaluate the relevance of contexts when presenting a position.
  • Students will be able to state a specific position/perspective on major theories and concepts in motivation and their relation to classroom instruction that is thoughtful and recognizes the limitations of the empirical findings.
  • Students will be able to state conclusions and outcomes of research on instructional strategies logically and in a priority order.

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