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Cognition, Learning, and Instruction in the Classroom
PSYC 320
Spring 2015
Section: 01  

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.
Credit: 1 Gen Ed Area Dept: SBS PSYC
Course Format: SeminarGrading Mode: Graded
Level: UGRD Prerequisites: None
Fulfills a Major Requirement for: (EDST-MN)(EDST)(PSYC)
Past Enrollment Probability: Not Available

Last Updated on JUN-21-2024
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