Understanding Learning Behaviour I - EDU00019I

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  • Department: Education
  • Module co-ordinator: Dr. Elpis Pavlidou
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20 to Summer Term 2019-20

Module aims

  • To build on students' understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, language, thinking, and knowledge representation) are applied to learning
  • To develop students' understanding of various theoretical perspectives (for example, from evolutionary biology and cognitive neuroscience) on biological and cognitive influences on behaviour and learning
  • To enable students to analyse a range of information across disciplines and to critically engage with the overlaps between these disciplines
  • To enable students to be able to compare and contrast alternative means of gathering and evaluating data

Module learning outcomes

  • Critically examine the ways in which biological processes, including hormones, genetics and neurological process influence learning in childhood and adolescence
  • Understand how cognitive processes, such as memory, perception, language, cognition, and consciousness, develop and influence learning and behaviour
  • Understand the range of ways in which biological bases of behaviour impact on learners' interactions with and within educational environments
  • Critically examine the ways in which cognitive processes, such as the development of memory, perception and language impact on learning in childhood and adolescence
  • Demonstrate an awareness of the interplay between the development of cognitive processes and learning behaviour
  • Understand the interaction between biological processes and cognitive development in shaping learner behaviour
  • Understand principal theoretical frameworks (from evolutionary psychology, comparative psychology, and cognitive psychology) that explain biological and cognitive influences on learning and behaviour


Academic and graduate skills

  • Formulate academic arguments in written and oral form
  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
  • Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour)
  • Use the VLE and Internet effectively

Module content

Please note that the module co-ordinator in the Autumn term will be Dr Jeremy Airey and Dr Elpis Pavlidou in Spring and Summer terms.

Assessment

Task Length % of module mark
Essay/coursework
2000 word critical review
N/A 40
Essay/coursework
3000 word research report
N/A 60

Special assessment rules

Each component of the module's assessment must be passed. Compensation is possible between components. The module itself can be compensated. Any component where a potentially compensatory mark is not achieved must be reassessed.

Reassessment

Task Length % of module mark
Essay/coursework
2000 word critical review
N/A 40
Essay/coursework
3000 word research report
N/A 60

Module feedback

Individual written feedback reports, with follow-up tutor meeting 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

Blakemore, S. J. (2018). Inventing ourselves: The secret life of the teenage brain. Hachette UK. Thomas, M. S., Ansari, D., & Knowland, V. C. (2019). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492.Shettleworth, S. (2010). Cognition, evolution and behaviour. Oxford: Oxford University Press.
Gazzaniga, M, Ivry, R., & Mangun, G.R. (2009). Cognitive neuroscience: the biology of the mind. London: Norton.
Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2009). Memory. Hove: Psychology Press.
Eysenck, M.W. & Keane, M.T. (2015) Cognitive psychology: A student's handbook.  Hove: Psychology Press.



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.