Modelling Learning
Syllabus, Master's level, 1FA563
- 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, 30 August 2018
- Responsible department
- Department of Physics and Astronomy
Entry requirements
Learning and Teaching Awareness in Physics.
Learning outcomes
On completion of 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.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.
Reading list
No reading list found.