Undergraduate Programme and Module Handbook 2011-2012 (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 | Open | Level | 3 | Credits | 20 | Availability | Available in 2011/12 | Module Cap | None. | Location | Queen's Campus Stockton |
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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
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: Examination | Component Weighting: 75% | ||
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Element | Length / duration | Element Weighting | Resit Opportunity |
Examination | two-hours | 100% | |
Component: Assignment | Component Weighting: 25% | ||
Element | Length / duration | Element Weighting | Resit Opportunity |
Assignment | 2000 words | 100% |
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