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.
Reading list
No reading list found.