Module Search

EDUC1521: Foundations of Psychology in Education

Please ensure you check the module availability box for each module outline, as not all modules will run in each academic year. Each module description relates to the year indicated in the module availability box, and this may change from year to year, due to, for example: changing staff expertise, disciplinary developments, the requirements of external bodies and partners, and student feedback. Current modules are subject to change in light of the ongoing disruption caused by Covid-19.

Type	Tied
Level	1
Credits	20
Availability	Available in 2023/24
Module Cap	None.
Location	Durham
Department	Education

Prerequisites

None

Corequisites

None

Excluded Combinations of Modules

None

Aims

To develop a foundation for an understanding of psychological principles, processes and theories in education.

Content

The module introduces key theories and ideas about how people learn.
Learning is conceptualised as a complex, non-linear process of within-person change in mental processes and behaviour; a process that is impacted by the complex interplay between person and contextual factors.
Key psychological principles involved in learning are introduced and discussed.
Both, cognitive and non-cognitive person characteristics are considered in relation to learning.
Implications for education will be discussed.

Learning Outcomes

Subject-specific Knowledge:

Knowledge and understanding of some important theories, related constructs and processes of cognition, motivation and emotion in relation to learning.
Knowledge of a range of internal and external factors which might influence the development and formation of these concepts and processes, and an initial understanding of the implications for learning and the optimisation of teaching.
An understanding of the significance and limitations of psychological research in education.

Subject-specific Skills:

Students will develop an understanding of, and be able to, evaluate and reflect on their own learning experience.
To interrogate the assumptions underpinning theory and research in relation to learning.

Key Skills:

Communicate ideas, principles and theories effectively orally and in written form.
Manage time and work to deadlines.
Construct and sustain a reasoned argument.
Evaluate and make use of information from a variety of primary and secondary sources.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

Students will be introduced to a range of psychological theories relating to learning. Students will have opportunities during the seminars to engage in discussion about the central constructs and ideas and to deepen their understanding developed through individual and group work activities.

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total	Monitored
Lectures	11	6 in Term 1 and 5 in Term 2	2 hours	22	Yes
Plenary Lecture	1	End of module	1 hour	1	Yes
Seminars	6	3 in Term 1 and 3 in Term 2	1.5 hours	9	Yes
Preparation and Reading				168
Total				200

Summative Assessment

Component: Assignment		Component Weighting: 100%
Element	Length / Duration	Element Weighting	Resit Opportunity
Portfolio (including critical commentary on blog posts)	1500 words (plus blog posts)	100	Yes

Formative Assessment

Ongoing class blog activity will serve as the formative assessment for the module with students receiving periodic tutor and peer feedback on posts in both written and oral form.

More information

If you have a question about Durham's modular degree programmes, please visit our FAQ webpages, Help page or our glossary of terms. If you have a question about modular programmes that is not covered by the FAQ, or a query about the on-line Undergraduate Module Handbook, please contact us.

Prospective Students: If you have a query about a specific module or degree programme, please Ask Us.

Current Students: Please contact your department.