Year
2020
Units
4.5
Contact
1 x 1-hour seminar weekly
Prerequisites
^ = may be enrolled concurrently

% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into GCE-Graduate Certificate in Education
1a Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
1b Admission into MDPP-Master of Disability Policy and Practice
1c Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1d Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
1e Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
1f Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
1g Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
1h Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1i Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1j Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1k Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1l Admission into MED%
1m Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
1n Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education
2 EDES9401 - Learning, Development and Educational Practice
2a 2.0000000000 of EDUC9731, EDUC9732
2b 2.0000000000 of EDUC8731, EDUC9732
3 ^ EDUC9733 - The Psychology of Learning and Instruction
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) and (2 or 2a or 2b) and 3)
Topic description
During this topic students should further develop their knowledge of models of learning and instruction; and improve their knowledge of, and ability to use, selected techniques appropriate for applied research in the area of instructional psychology.
Educational aims
This topic aims to:

  • foster research-informed enquiry, critical analysis, synthesis, evaluation and reflection as essential educational practices;

  • extend students' ability to critically review, evaluate and apply research literature in the field of cognitive psychology and educational practice;

  • develop students' ability to translate models of motivation, cognition and metacognition into practical applications in selected case studies in educational settings;

  • further develop capabilities for self-regulated learning;

  • contribute to improvements in professional decision making;

  • contribute to 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 completing this topic students will be able to:

  1. Demonstrate detailed knowledge of the application of selected areas of contemporary research in cognitive psychology to educational practices

  2. Analyse and synthesise a selection of research literature related to selected constructs in the field of cognitive psychology and educational practice

  3. Design a directed research project in the field of cognitive psychology and educational practice

  4. Conduct and report on a directed research project in a selected area of cognitive psychology and educational practice

  5. Critically evaluate a directed research project in the field of cognitive psychology and educational practice

  6. Generate recommendations for practice and policy 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.