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Educational Psychology: Learning man

Course information

C O URS E

FSWP1-080-A

AC ADEMIC YEAR

2017-2018

EC

LANGUAGES

English

PRO GRAMME

Bachelor 1 / Psychology
Bachelor 1 / Psychologie
Exchange

C O NT AC T

dr. AY Ganushchak

Commencement Period
Course schedule T est schedule}
BLOK 8
BLOK 8
RESIT

Lecturer(s)

LEC T URER

I Boutestijn MSc, EE Marquenie MSc, dr. AY Ganushchak

C O NT AC T

dr. AY Ganushchak
Purpose

The purpose of the course is to familiarize you with important ideas and theories about learning and
education. In particular, this course will help you familiarize yourself with the following themes:
• Motivation to learn
• Learning to read and any related problems that may arise
• Learning with digital tools
• The development and persistence of misconceptions and transfer of knowledge and expertise
• Problem-based learning
• Learning to learn
• The role and methods of assessment within education

Content

From birth, right up until we die, we are continuously learning. Some things we are able to pick up
with consummate ease, while others require us to rack our brains in order to master them. Much of
this learning is done in an educational setting, purposely built for teaching knowledge and skills. But
how do we actually learn things? Are we able to distinguish different learning methods? And, if so,
which of these is the best? And how can education simulate learning? When does teaching/learning
go wrong? What learning problems do we encounter? Why is it that we are able to apply some
things we've learned in certain situations, while we find it hard to do the same in others? These and
other issues are central features of this course. Students are asked to consider these questions
using the problems found in research and educational practice.

We start the course with building on a well-known theme from the previous course: motivation,
which is also a crucial element of any learning process. In the second problem, we deal with one of
the most important goals of formal education: learning to read. Not only do we look at how children
learn to decode written words, but also at the learning problems that some children may experience
during the process. Problem 3 is about the use of digital media in education, and how this may affect
learning. In the fourth problem, we deal with the concept of expertise and how one becomes an
expert. Then in problem 5 we cover one of the most central questions in educational psychology:
the transfer issue. How do you ensure that people can apply what they learn to new tasks and
problems or in other contexts? In problem 6, we will dip into the fascinating field of misconceptions
and notions that children and adults have about how the world around them works and its
development. In problem 7, we put our own problem-based learning (PBL) method under the
microscope so we can better understand its foundation and background. Finally, in problem 8, we
will look at the role of assessment in education and how it influences the way we learn.

Extra
De voertaal in de onderwijsgroepen is Engels of Nederlands, afhankelijk van de inschrijving voor de
nationale of internationale opleiding. For foreign students, English serves as the language of
instruction for all tutorials.

Education and testing

INS T RUC T IO NAL MET HO D

• Lecture
• Tutorial group
T ES T

• Attendance and Exam

Literature

REC O MMENDED

• Bruning, R. H., Shraw, G. J., & Norby, M. M. (2011). Cognitive Psychology and Instruction (5th ed).
Boston, MA: Pearson. ISBN: 9780132368971
• Mayer, R. E. (2007). Learning and Instruction (2nd ed). Upper Saddle River, NJ: Pearson Merrill
Prentice Hall. ISBN: 013170771-x.
• Ormrod, J. E. (2011). Educational Psychology: Developing Learners (7th ed). Boston, MA: Pearson.
ISBN: 9780135118726.
• Pressley, M., & McCormick, C. B. (1995). Cognition, teaching, and assessment. New York:Addison-
Wesley. ISBN 0673994007
• The books for this course are available in the library. Some articles and bookchapters will also be
available via the electronic learning environment.