| Unit name | Debates in Psychology of Education |
|---|---|
| Unit code | EDUC10004 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Knight |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
What is normal? Do we have free will? Should boys and girls be educated separately? Is formal or informal education more important?
For decades, psychologists and educationalists have continued to debate a number of controversial yet important issues. Understanding different perspectives on these hotly contested issues is of vital importance because it is these differing perspectives that contributes to our interpretations of human behaviour and to the policy and practice decisions that we make.
This unit aims to provide students with an overview of some of the contemporary and classical debates in psychology and education, and develop their ability to engage with different perspectives on complex issues, weigh evidence, and construct their own arguments. Each week students will engage with a current issue in psychology and education, encountering the range of ways in which problems can be viewed, and the philosophies and stances that lie behind those viewpoints.
How does this unit fit into your programme of study
Throughout the programme, this unit serves as a platform for students to develop critical thinking skills, honing their ability to assess academic evidence, analyse diverse perspectives, and construct well-reasoned arguments. The weekly exploration of current issues ensures that you encounter a broad spectrum of viewpoints, philosophies, and stances, fostering a holistic and well-rounded approach to the study of psychology and education. These skills, along with some of the topics studied, will be built upon in future modules.
An Overview of Content:
In "Debates in Psychology in Education," students will delve into different topics within the field, gaining a comprehensive understanding of the issues that arise in the intersection of psychology and education. The unit will explore contemporary debates, providing students with exposure to various perspectives on critical issues which may include topics such as the definition of normalcy, the existence of free will, and nature nurture. Through engaging with these debates, students will identify and analyse the assumptions underpinning different arguments, developing a nuanced perspective on the multifaceted nature of psychological and educational discourse.
How will students, personally, be different as a result of the unit
Students will be equipped with the knowledge and critical thinking skills necessary to navigate complex ethical challenges in the realm of Psychology and Education. Students will develop a awareness of diverse perspectives, honing their ability to articulate, present, and respond to arguments effectively.
Learning outcomes
Upon successful completion of this unit students will demonstrate that they can:
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
Students will produce a short-written reflection on the debate topic each week. Peer feedback and reflection on the writing will be provided during seminars.
Tasks which count towards your unit mark (summative):
Class debate: 30% (ILOs 1 – 5) Students will take part in group debates where they will be asked to argue either for or against a particular topic.
Reflective portfolio: 70% (ILOs 1- 5) Students will produce a 2,000 word portfolio reflecting on 4 of the debate questions raised during the term (500 words per topic)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
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. EDUC10004).
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 University 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. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
