Undergraduate Programme and Module Handbook 2016-2017 (archived)
Module PSYS3267: Educational Psychology
Department: Psychology (Applied Psychology) [Queen's Campus, Stockton]
PSYS3267: Educational Psychology
| Type | Open | Level | 3 | Credits | 10 | Availability | Available in 2016/17 | Module Cap | Location | Queen's Campus Stockton |
|---|
Prerequisites
- 100 credits from C817 Psychology (Applied) Level 2 modules; or PSYC2021 Social and Developmental Psychology
Corequisites
- None
Excluded Combination of Modules
- None.
Aims
- The aim of this module is to introduce students to the use and application of Educational Psychology in the classroom
Content
- Applying developmental psychology in an educational context
- Educational Psychology in the classroom
Learning Outcomes
Subject-specific Knowledge:
- Detailed knowledge of educational psychology including current theory, evidence, and research methods
- In-depth knowledge of some specialist sub-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 two 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. This assessment 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 for the summative assignment will promote students’ abilities to locate, read and evaluate a body of evidence. Feedback is provided for the summative assignments
- 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.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures / Seminars | 11 | 1 per week | 2 | 22 | |
| Preparation and Reading | 78 | ||||
| Total | 100 |
Summative Assessment
| Component: Assignment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Assignment | 2500 words | 100% | |
Formative Assessment:
Small group tutorial
■ 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