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Understanding Learning & Behaviour - EDU00032H

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  • Department: Education
  • Module co-ordinator: Dr. Erin Dysart
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2020-21

Module will run

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

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


Task Length % of module mark
Essay 3000 words
N/A 100

Special assessment rules



Task Length % of module mark
Essay 3000 words
N/A 100

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.
  • 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.

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