EDUC9733 The Psychology of Learning and Instruction

2017

4.5

1 x 1-hour seminar weekly

1 Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
1a Admission into MDPP-Master of Disability Policy and Practice
1b Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1c Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
1d Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
1e Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
1f Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
1g Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1h Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1i Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1j Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1k Admission into GCE-Graduate Certificate in Education
1l Admission into MED%
1m Admission into MCPEPA - Master of Cognitive Psychology and Educational Practice - 1.5 years
1n Admission into MWPMHEA - Master of Wellbeing and Positive Mental Health in Education - 1.5 years
2 EDES9401 - Learning, Development and Educational Practice
2a EDUC9731 - Motivation, Cognition and Metacognition in Learning
2b EDUC8731 - Motivation, Cognition and Metacognition in Learning
Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n) and (2 or 2a or 2b))

EDES9402 has been successfully completed

This topic is designed to allow investigation of selected areas of instructional psychology. The principal focus of the topic will be on recent literature in the area of cognition and instruction concerned with psychological research into learning that has influenced teaching actions; and research on the effects of specific teaching actions on students' learning.

This topic aims to:

• foster research-informed enquiry, critical analysis, synthesis, evaluation and reflection as essential educational practices;

• develop students' ability to critically review and evaluate research literature in the field of cognitive psychology and educational practice;

• develop students' ability to make connections between models of motivation, cognition and metacognition and selected case studies of teaching and learning;

• further develop capabilities for self-regulated learning;

• contribute to improvements in professional decision making;

• contribute to the informed construction of educational policy, whether local, national or global;

• translate knowledge gained from reading, discussion, research and writing into educational practices;

• disseminate knowledge gained from reading, discussion, research and writing to professional colleagues;

• foster interdisciplinary and intercultural partnerships and work collaboratively;

• engage in informed, constructive debate;

• engage in professional reflective practice.

On completing this topic students will be able to:

• demonstrate detailed knowledge of selected areas of contemporary research in the field of cognitive psychology and educational practice;

• collect, analyse and synthesise authentic data about students' motivational, cognitive and/or metacognitive states;

• relate theories to authentic practices in the field of cognitive psychology and educational practice;

• contribute to informed debate about practice and policy in the field of cognitive psychology and educational practice;

• understand and adhere to ethical research standards and practices;

• demonstrate high standards of academic literacy.