Cognition, Learning, and Instruction in the Classroom|
We will look at learning in formal and informal educational settings (primarily K-12) through the lenses of cognitive and developmental psychology. The course is divided into units on the theoretical perspectives on learning and instruction, neuroscience and education, cognition, learning environments, and academic achievement. We start with a focus on prominent theories and principles and recent work integrating neuroscience and educational psychology, so that the applications in the classroom, such as conceptual change, problem solving, strategy development, the design and implementation of instruction, and variables influencing academic achievement, are better situated.
By the end of the course, you will be able to articulate the interdisciplinary contributions and connections of education, neuroscience, and psychology; critically evaluate and analyze how different theories of learning and research findings influence educational practices; understand how different aspects of thinking (e.g., memory, problem solving) and social context (e.g., schools) affect learning; appreciate the bidirectional contributions of research and educational practice to one another; and acknowledge different perspectives on some of the "big questions" in the learning sciences.
||Gen Ed Area Dept:
|Course Format: Seminar||Grading Mode: Graded|
||Fulfills a Major Requirement for: (EDST-MN)(EDST)(PSYC)
||Past Enrollment Probability: Not Available
|Major Readings: Wesleyan RJ Julia Bookstore
Selected examples of readings:
Nathan, M. J., Alibali, M. W. (2010). Learning sciences. WILEY INTERDISCIPLINARY REVIEWS: COGNITIVE SCIENCE, 1(3), 329-345. doi: 10.1002/wcs.54.wz
Kuhn, D. & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. THEORY INTO PRACTICE, 43(4), 268-273.
Goldin-Meadow, S., & Wagner, S. M. (2005). How our hands help us learn. TRENDS IN COGNITIVE SCIENCES, 9, 234-241.
Carraher, T.N., Carraher, D.W. & Schliemann, A.D. (1985). Mathematics in the streets and in schools. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 3, 21-29.
Lee, H. S., Anderson, J. R. (2013). Student learning: What has instruction got to do with it? ANNUAL REVIEW OF PSYCHOLOGY, 64, 445-469.
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. PSYCHOLOGICAL SCIENCE, 23, 899-906.
|Examinations and Assignments: |
A term paper, with an associated presentation, will be a major requirement along with short essays, reading reflections, and class participation.
|Additional Requirements and/or Comments: |
POI. Preference will be given to junior and senior psychology majors who have relevant experience (e.g., cognitive or developmental psychology courses), but instructor will select other students based on statements of relevant experience (coursework, applied experiences, research familiarity). Interested students--In addition to submitting a POI request electronically, please email the instructor with the following: 1) information about why you are interested in the course and 2) indicate how your background and experiences would contribute to the class environment.
|Instructor(s): Cooper,Jennifer Lee Times: ..T.R.. 10:30AM-11:50AM; Location: WYL113; |
|Permission of Instructor Required|
Enrollment capacity: 15
|Permission of instructor approval will be granted by the instructor during pre-registration through the Electronic Portfolio. Click "Add to My Courses" and "To request a POI electronically, click here" to submit your request.|
|Web Resources: Syllabus |
|Drop/Add Enrollment Requests|
|Total Submitted Requests: 1||1st Ranked: 0||2nd Ranked: 0||3rd Ranked: 0||4th Ranked: 0||Unranked: 1|