Module PSYS3181: THE PSYCHOLOGY OF EDUCATION AND SCIENCE

Department: Psychology (Applied Psychology) [Queen's Campus, Stockton]

PSYS3181: THE PSYCHOLOGY OF EDUCATION AND SCIENCE

Prerequisites

• 100 credits from Level 2 Applied Psychology (C810) OR Social and Developmental Psychology (PSYC2021)

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To introduce students to questions in the application of psychology to education, educational technology and science

Content

• The Psychology of Education
• Psychology in the classroom - theories of: Promoting learning - motivation, metacognition; Increasing attainment - learning styles, working memory
• Behaviour problems - bullying, comorbidity
• Psychology and Educational Technology
• Designing representations for effective learning
• The psychology of multimedia design
• The psychology of graphs and diagrams
• The Cognitive Science of Science
• Taxonomic thinking in the real world
• Lay scientific thinking
• Science in the laboratory
• The module will also cover related conceptual and historical issues in psychology

Learning Outcomes

• Detailed knowledge of educational psychology, the psychology of educational technology and the psychology of science
• In-depth knowledge of the some specialist areas of applied psychology

• Ability to review critically and consolidate understanding of a coherent body of psychological knowledge and apply it appropriately

• Good written communication skills
• Good IT skills in word processing, data manipulation, and data presentation
• Ability to work independently in scholarship and research within broad guidelines

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Knowledge and understanding is developed through the weekly 2 hour sessions involving a variety of learning modes including lectures, video based material, and student presentations
• This knowledge will be assessed in the summative assignment, and the written examination. These assessments will be essay based, providing students with the opportunity to demonstrate their abilities to appraise and apply empirical evidence and theoretical claims in a critical manner
• Preparations fro the summative assignments will promote students' abilities to locate, read and evaluate a body of evidence. These abilities are assed via written examination. Feedback is provided for the summative essay
• All modes of teaching are designed to promote critical evaluation of evidence and arguments, to adopt different theoretical positions, and to interpret empirical work in terms of theory. These abilities are also assessed via written examination. Feedback is provided for the summative essay

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Student presentations

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University