PC6055 - Psychology of Learning and Education (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Psychology of Learning and Education|
|Module level||Honours (06)|
|Credit rating for module||15|
|School||School of Social Sciences|
|Total study hours||150|
|Running in 2017/18||
Educational environments interact with individuals’ unique genetic profiles and neurobiology, leading to wide individual differences in learning ability, motivation, and achievement. The module will provide new insights into the origins of individual differences in education traits such as cognitive abilities (e.g. IQ) and learning difficulties (e.g. dyslexia); motivation and personality; behavioural and emotional problems; social functioning and academic achievement. The module will also examine factors that influence both typical and atypical neurodevelopment (to the extent that those factors are linked to educational performance). Finally, the module will provide an overview of the learning deficits that individuals with learning disabilities (e.g. Specific Language Impairments disorder) experience.
Prior learning requirements
PC5006 Cognitive and Developmental Psychology
1. To provide an overview of both typical and atypical development across the lifespan
2. To provide an overview of the learning deficits of various learning disabilities.
3. To present research-informed suggestions regarding inclusive education of children with learning difficulties
4. To discuss how psychologists can collaborate with educationalists to create intervention programmes aiming at eradicating disadvantage in children with learning difficulties.
5. To present new methods in Neuroscience that can be used to predict learning difficulties.
6. To discuss how education can benefit from the recent progress in interdisciplinary research in Psychology
7. To provide a detailed knowledge of the origins of individual differences in education traits
8. To facilitate in depth understanding of how environments interact with genes to contribute to individual variation in education traits both within and across cultures
9. To encourage independent learning through the access of background information using appropriate primary and secondary sources
10. Develop competence in discussion, presentation material and written work, encouraging clarity of presentation, scientific rigour and conclusions.
Topics such as: What is educational psychology?; the development of learning abilities and disabilities; learner differences and learning needs; cross-syndrome comparisons (e.g. ADHD vs. ASD vs. Dyslexia etc) of learning deficits; inclusive education of children with special needs; creating learning environments to optimise education across the distribution of abilities; how genetics can help education; gene-environment interplay and individual differences in educational traits; behavioural genetic studies of reading and mathematics skills; studying rare genetic syndromes as a method of investigating the aetiology of normal variation in educationally relevant traits; behavioural genomics and education; will be discussed.
Furthermore, the role of cross-cultural factors that influence educational traits and environments will be discussed. This should be of particular interest for London Metropolitan students given their differences in terms of cultural experiences.
Learning and teaching
Acquisition of knowledge of the subject matter of this module will be promoted through lectures and lecturer-led workshops (36 hours) and through the guided use of student-centred learning resources (100 hours). Self managed time and private study (110 hours)
On successful completion of this module students will be able to:
- Critically evaluate theoretical and empirical evidence regarding the role of genetic, biological and environmental factors on education traits, learning abilities and disabilities.
- Conduct literature reviews and critically evaluate that literature.
- Explain in a concise format the significance of interdisciplinary cross-cultural research in understanding the development of education traits
- Describe the learning deficits that individuals with various learning disabilities experience; and to construct theoretical models of intervention programmes aiming at eradicating disadvantage in children with learning difficulties.
Summative assessment will be via an unseen examination of 2 hrs (50%) with topics identified 8 weeks prior to examination; and a coursework component report of 2000 words (50%).
|Component||Percentage of Marks||Learning outcomes|
|Report (max 2000 words)||50%||1,2,3,4|
|2 hour unseen exam [answer two out of six questions]||50%||1,2,3,4|
Chandler, C. (2010). The Science of ADHD: A Guide for parents and Professionals. Oxford: WileyBlackwell.
Chandler, C. (2015). Psychobiology. Chichester: John Wiley & Sons.
Kovas, Y., Malykh, S., Gaysina, D. (2016) Behavioural Genetics for Education. Palgrave Macmillan.
Woolfolk, A., Hughes, M., Walkup, V. (2012) Psychology in Education. Pearson.[CORE]
Woolfson, L.M., (2011) Educational Psychology. Pearson.