Modelling Learning

10 credits

Syllabus, Master's level, 1FA563

A revised version of the syllabus is available.
Code
1FA563
Education cycle
Second cycle
Main field(s) of study and in-depth level
Physics A1F
Grading system
Pass with distinction (5), Pass with credit (4), Pass (3), Fail (U)
Finalised by
The Faculty Board of Science and Technology, 15 March 2007
Responsible department
Department of Physics and Astronomy

Entry requirements

Successfully completed the Masters course, or an equivalent: Learning and Teaching Awareness II

Learning outcomes

After completing the course the student should be able to describe the basic underlying ideas for the learning models framed by notions of:

  • Mental models
  • Constructivism
  • Critical theory
  • Big D discourse analysis
  • Variation model of learning
  • Bruner, Ausubel, Gagné, and Vygotsky

and in written and oral form be able to compare and contrast the different models of learning.

Content

A broad introduction to the fundamentals of the learning models situated in:

  • mental models
  • constructivism (naturalistic study)
  • situated cognition
  • critical theory
  • discourse analysis (big D)
  • phenomenography
  • some of the essential fundamental ideas on learning formulated by Bruner, Ausubel, Gagné, and Vygotsky

Instruction

The course will be taught in English and will have an interactive seminar format that draws on prescribed preparatory readings.

Assessment

A final written paper that describes, compares and contrasts a given selection of models of learning.

No reading list found.

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