Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should have acquired skill in reading scholarly articles about learning and commenting on their implications for teaching; developed sophisticated meanings for key terms such as understanding, concept, motivation, achievement; learnt to distinguish between different types of knowledge; acquired knowledge of a constructivist theory of learning; developed their own views about the implications of constructivism for teaching, learning and assessment; acquired skill in writing new forms of test items such as Venn diagrams, fortune lines, prediction-observation-explanation tasks, concept maps, question production; learnt about several principles of learning such as balance, maximum opportunity, divergence, vocabulary, matching, minimum expenditure of energy, variation, support; developed their understanding of metacognition; become familiar with masters projects that have investigated metacognition, especially those that tried to foster it; learnt about successes and difficulties in the Project for Enhancing Effective Learning; learnt about indicators of metacognitive behaviour in classrooms; acquired enhanced skills of discussion concerning teaching and learning.
Synopsis The subject is concerned with cognitive theories and with studies of learning processes and is suitable for a wide range of participants. Among the topics included are an information-processing theory of learning, learning styles and strategies. Some attention will be given to the relation between affective and cognitive aspects of learning. A feature of this subject is the strong emphasis on the relation between cognitive theory and classroom practice. Students will be encouraged to engage in exploratory work into the nature of thinking, knowledge and understanding, and the program will deal with the implications for curriculum construction and teaching methods The subject will emphasise research by members of the Monash Faculty of Education.
Assessment Weekly commentaries (12 x 150 words): 50% + Two assignments (1000 and 750 words): 10% each + Listing of 10 questions: 5% + Description of a teaching procedure: 25%