Specialist Topics in Psychology in Education - EDU00032H
- Department: Education
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2022-23
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 to Summer Term 2022-23 |
Module aims
- To specialise students understanding of the ways in which biological, cognitive, and social processes influence classroom behaviours and learning
- To solidify students understandings of how classroom behaviours (social interactions, engagement with learning) are explained by a range of theoretical perspectives (e.g., attachment theories, social cognitive theories, learning theories) and by a range of contextual and within-person factors
- To enable students to independently analyse a range of sources from psychology and education and to critically engage with the overlaps between these disciplines
- To enable students to be able to engage with different forms of evidence, reviewing their reliability, validity and significance to the field of psychology in education
Module learning outcomes
Subject content
- Examine at an advanced level the ways in which biological, cognitive, and social processes influence learning in childhood, adolescence and adulthood
- Explain learners behaviours in the classroom from a variety of theoretical perspectives
- Engage with specialist knowledge regarding the influence of neuroscience and neurobiology on learners behaviour within a range of educational environments
- Examine at an advanced level the ways in which cognitive processes, such as the development of memory, perception and language influence learning in childhood, adolescence and adulthood
- Critically evaluate the interaction between cognitive development, social development, and learning behaviours
- Apply comprehensive and detailed knowledge of theoretical concepts in seeking to understand the ways in which biological processes and cognitive development shape learning behaviour
Academic and graduate skills
- Formulate academic arguments in written and oral form
- Proactively seek out and engage with a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
- Analyse and critically evaluate the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour)
- Work proactively and autonomously to select and manage information and use this to engage effectively in academic debate
- Use the VLE and Internet effectively
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
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
- Hayiou-Thomas, M. E. (2008). Genetic and environmental influences on early speech, language and literacy development. International journal of language & communication disorders, 41(5), 397-408. https://doi.org/10.1016/j.jcomdis.2008.03.002
- Hopkins, B., Geangu, E., & Linkenauger, S. (2017). The Cambridge Encyclopedia of Child Development. (2 ed.) Cambridge Univeristy Press.
- Lee, V. J. ; Das Gupta, Prajna. Cambridge, Mass. : Blackwell Publishers in association with the Open University 1995
- Adolescence cognitive and moral development. Kanopy (Firm) San Francisco, California, USA : Kanopy Streaming 2014
- Robbins, S. J., Schwartz, B., & Wasserman, E. A. (2001). Psychology of learning and behaviour. New York: Norton.