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Fundamentals of Psychology in Education - EDU00007C

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  • Department: Education
  • Module co-ordinator: Dr. Elpis Pavlidou
  • Credit value: 30 credits
  • Credit level: C
  • Academic year of delivery: 2020-21

Module will run

Occurrence Teaching cycle
A Autumn Term 2020-21 to Summer Term 2020-21

Module aims

  • To introduce students to the study of psychology as a science, and to introduce the conceptual and historical paradigms of psychology
  • To introduce students to fundamental psychological theories and concepts as they apply to Education, with a particular focus on introducing the following five areas of theory and research:
  • Biological psychology, cognitive psychology, developmental psychology, social
  • To introduce students to contemporary issues within the field of psychology in education
  • To develop students critical understanding of ethical issues in relation to the study and practice of educational psychology, and individual differences

Module learning outcomes

Subject content
Be able to critically reflect upon contemporary issues related to the field of psychology in education, with a focus on introducing theory and research in: biological psychology, cognitive psychology, developmental psychology, social psychology, and individual differences Have an understanding of key psychological concepts and theories and the ways in which these apply to the study and practice of education. For example, the unit Introduction to Biological Psychology will critically examine the ways in which biological processes (e.g., genetics, neurological development) interact with learning and development during childhood and adolescence. The unit Introduction to Cognitive Psychology will introduce theories of learning, including theories of cognitive development (e.g., Piaget, Vygotsky, neo-Piagetian theories), along with theories of perception, attention, and memory in relationship to educational contexts. Similar approaches will be taken in which theories of developmental and social psychology, and individual differences will be introduced with attention paid to educational contexts
Gain an understanding of the historical, social, and cultural construction of psychology
Be able to critically read and reflect on relevant literature within psychology in education
Become aware of the wide range of pathways for the application of psychology to educational theory and practice for a diverse range of teachers and learners

Academic and graduate skills

  • Formulate academic arguments in written and oral form
  • Be able to work effectively with others in a group and meet obligations to group members, as well as tutors
  • Analyse and critically evaluate research, policy and media literature on key issues within psychology in education
  • Use the VLE and Internet effectively


Task Length % of module mark
1500 word essay
N/A 33
2000 word critical review
N/A 67

Special assessment rules



Task Length % of module mark
1500 word essay
N/A 33
2000 word critical review
N/A 67

Module feedback

Individual written feedback reports with follow-up tutor discussion if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Wheldall, K. (2010). Developments in Educational Psychology (2nd ed). Abingdon: Routledge.
Woolfson, L. (2011). Educational psychology: the impact of psychological research on education. Harlow: Pearson.
Slavin, R. (2000). Educational psychology: theory and practice. Boston: Allyn & Bacon.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students