| Unit name | Biological Psychology and Developmental Difference |
|---|---|
| Unit code | EDUC20005 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Tsapali |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Introduction to Psychology in Education |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one | |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Develop students' interest, scientific knowledge and understanding of the study of biological psychology with an application to educational settings, particularly with respect to learning disorders. Introduce students to the methodological approaches to studying the neural basis of developmental disorders, the interrelation of biological data with psychological models, and the application of insights regarding common disorders such as autism, ADHD, dyslexia and their implications for behaviour, learning and educational approach. Develop a thorough understanding of the role of empirical evidence in the formation of theory and how theory guides the collection and interpretation of empirical data. Help students to understand the conceptual and historical issues in the subject matter and their relation to other areas of psychological science. Help students to acquire a wide range of transferable skills. Allow students to explore the way in which different approaches to education, biology and psychology relate to and complement each other. Throughout, students will be required to consider ethical issues in this field.
Upon successful completion of this unit students will be able to demonstrate that they:
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, reading and discussions. This blended approach will be equivalent to 1 x two-hour weekly lecture and 1 x one-hour practical class in face to face taught terms
ILO 1- 4, Poster Presentation (40%)
ILO 1-6, Essay, 2000 words (60%)
In negotiation with tutors, students will then identify a developmental disorder to explore in terms of neurocognitive function. They will produce an essay that reviews the biological psychology of this topic with appropriate and extensive use of the terminology, principles and concepts associated with the central nervous system and neurocognition. The essay will focus on their chosen topic, assessing students' ability to analyse relevant texts and synthesise concepts from cognitive neuroscience, psychology and education, to make links/connections and recognise associations/relationships between these concepts, and to draw upon current understanding of mind/brain/behaviour relationships. Students will be expected to develop balanced arguments that reflect a multidisciplinary awareness and an ability to contextualise concepts, and draw appropriately upon a wide range of evidence that includes empirical behavioural data and physiological measurements (for example neuroimaging). The Poster will be on the same (or similar) topic, and act as both summative and formative assessment, in that the feedback received will feed-forward into the Essay.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC20005).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
