Year
2021
Units
4.5
Contact
1 x 1-hour seminar weekly
Prerequisites
^ = may be enrolled concurrently
1 Admission into MDS-Master of Disability Studies
1a Admission into MTESL-Master of Teaching English as a Second Language
1b Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
1c Admission into GCEWS-Graduate Certificate in Education
1d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1f Admission into MEDGE-Master of Education (Gifted Education)
1g Admission into MEDIB-Master of Education (International Baccalaureate)
1h Admission into MEDLM-Master of Education (Leadership and Management)
1i Admission into MEDOS-Master of Education
1j Admission into MEDSA-Master of Education (Studies of Asia)
1k Admission into MEDSE-Master of Education (Special Education)
1l Admission into MEDEC-Master of Education (Early Childhood Studies)
1m Admission into MEDWS-Master of Education
1n Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1o Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1p Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1q Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1r Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1s Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1t Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1u Admission into MEDWSP-Master of Education [1.5 years]
1v Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1w Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1x Admission into MEDUOS-Master of Education
1y Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1z Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
2 Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
2a Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2b Admission into MED-Master of Education
2c Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2d Admission into GCE-Graduate Certificate in Education
2e Admission into MDPP-Master of Disability Policy and Practice
2f Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
2g Admission into MEDLE-Master of Education (Languages Education)
2h Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
2i Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2j Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2k Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2l Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2m Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2n Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 ^ 1 of EDUC8731, EDUC9731
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 or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n))) and (3)
Enrolment not permitted
EDES9401 has been successfully completed
Topic description

This topic involves the application of theories of motivation, cognition and metacognition in teaching practices.

Educational aims

This topic aims to:

  • Foster research-informed enquiry, critical analysis, synthesis, evaluation and reflection as essential educational practices
  • Develop students' knowledge of current theory and research in areas of cognitive psychology and educational practice, including the key constructs of motivation, cognition and metacognition
  • Provide an introduction to the practical application of theories of motivation, cognition and metacognition to authentic teaching and learning case studies
  • Develop capabilities for self-regulated learning
  • Contribute to improvements in professional decision making
  • 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
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Explain how students' knowledge and beliefs about motivation, cognition and metacognition influence their learning
  2. Analyse and synthesise research literature related to selected constructs in motivation, cognition and metacognition
  3. Design a small, directed research project in the field of cognitive psychology and educational practice
  4. Conduct and report on a small, directed research in the field of cognitive psychology and educational practice
  5. Critically evaluate a small, directed educational intervention in the areas of motivation, cognition and metacognition
  6. Generate recommendations for practice in the field of cognitive psychology and educational practice
  7. Understand and adhere to ethical research standards and practices
  8. Demonstrate high standards of academic literacy

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.