Year
2021
Units
4.5
Contact
1 x 1-hour seminar weekly
Prerequisites
% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
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 MDPP-Master of Disability Policy and Practice
1e Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1f Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
1g Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
1h Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
1i Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
1j Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
1k Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
1l Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1m Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1n Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1o Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1p Admission into GCE-Graduate Certificate in Education
1q Admission into MED%
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 or 1o or 1p or 1q) and (2 or 2a or 2b))
Enrolment not permitted
EDES9402 has been successfully completed
Topic description

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.

Educational aims

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
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Demonstrate detailed knowledge of selected areas of contemporary research in the field of cognitive psychology and educational practice
  2. Collect, analyse and synthesise authentic data about students' motivational, cognitive and/or metacognitive states
  3. Relate theories to authentic practices in the field of cognitive psychology and educational practice
  4. Contribute to informed debate about practice and policy in the field of cognitive psychology and educational practice
  5. Understand and adhere to ethical research standards and practices
  6. 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.