This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.

Undergraduate Handbook 2010-2011 (archived)

Module PSYS3181: THE PSYCHOLOGY OF EDUCATION AND SCIENCE

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

PSYS3181: THE PSYCHOLOGY OF EDUCATION AND SCIENCE

Type	Level	Credits	Availability	Module Cap	Location
Open	3	20	Not available in 2010/2011	None.	Queen's Campus Stockton

Pre-requisites

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

Corequisites

None

Excluded Combinations

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

Subject-specific Knowledge

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

Subject-specific Skills

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

Key Skills

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

Activity	Number	Frequency	Duration	Total Hours
Lecture and seminar sessions	22	1 per week	2 hours	44
Preparation and Reading				156
Total				200

Summative Assessment

Component	Component Weighting	Element	Length/Duration	Element Weighting	Resit Opportunity
Examination	75%	Examination	two-hours	100%
Assignment	25%	Assignment	2000 words	100%

Formative Assessment

Student presentations

Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.