Psychology of learning and instruction
Dr I Macdonald
8 points
* 2 hours per week
* Second semester
* Clayton
Objectives Upon successful completion of this subject, students should have learnt definitions of, and how to discriminate between, different types of knowledge; learnt how each type of knowledge is learned, and consequently may be taught; developed a subtle meaning of understanding; acquired knowledge of information-processing and constructivist theories of learning; learnt the principles behind the mastery learning movement, and shall know the achievements and shortcomings of that movement; distinguished between convergent and divergent learning, and shall perceive the implications of the balance between them for teaching and assessment; learnt new methods of assessment; learnt the main points of Piaget's theory of development; acquired definitions of cognitive strategies; learnt about attempts to promote learning of cognitive strategies, such as the Project for Enhancing Effective Learning; considered the effect of student perceptions of learning and teaching; developed an articulate opinion about the possibility of effective education for all, and the responsibilities and practicalities of teachers and schools in providing it.
Synopsis The subject will be concerned with methods of improving both teaching and learning. A consideration of relevant psychological knowledge and the way in which this knowledge may be used by teachers will comprise the bulk of the subject. Basically, the subject aims to consider information that is directly useful in the practice of teaching and to consider ideas that are important to teachers. An introduction will be presented to the ideas of Ausubel, Gagne, Bruner, Piaget, Bloom, and information-processing theorists, with attention to their application in the primary and secondary school classroom. The subject is also appropriate for nurse educators. Local research and practice will be featured.
Assessment Five assignments which, though designed as learning
experiences, will be used as the subject assessment. Contribution to class
discussion, and the submission of reflective questions will be taken into
account
* The final assignment (3000 words) is approximately 50% of the
total.
Recommended texts
White R T Learning science Blackwell, 1988
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