The aim of this course is to help students gain a thorough understanding of the cognitive processes that take place during learning and comprehension, and explore possible neurological bases of these processes. Comprehension and learning are essential to educational success. Understanding how they occur –and how they may fail- not only gives a unique insight into the workings of the human mind but also may lead to improved instructional design and diagnosis/ intervention of learning problems. Students will read theoretical and empirical studies on general and task-specific cognitive processes in learning and comprehension as well as on the potential neurological underpinnings of these processes. Discussions will focus on what these papers reveal about the cognitive and neurological processes, on the implications for educational practice, as well as on strengths and limitations of the various methodologies.
At completion of the course, students will be able to (1) demonstrate in-depth understanding of cognitive-neurological aspects of learning and comprehension, (2) do so with respect to general learning situations as well as specific areas (e.g., reading, mathematics), (3) demonstrate a sound understanding of methodological consideration in the investigation of these processes, and (4) to discuss and evaluate the implications of knowledge of these processes for educators, teachers, trainers, and policy makers.
The achievement levels of the Master’s programme Education and Child Studies are all applicable to this course.
NB Language of instruction will be Dutch if only Dutch-speaking students participate
Coordinator
Mr. prof. dr. P. van den Broek.
Doel en inhoud
The aim of this course is to help students gain a thorough understanding of the cognitive processes that take place during learning and comprehension, and explore possible neurological bases of these processes. Comprehension and learning are essential to educational success. Understanding how they occur –and how they may fail- not only gives a unique insight into the workings of the human mind but also may lead to improved instructional design and diagnosis/ intervention of learning problems. Students will read theoretical and empirical studies on general and task-specific cognitive processes in learning and comprehension as well as on the potential neurological underpinnings of these processes. Discussions will focus on what these papers reveal about the cognitive and neurological processes, on the implications for educational practice, as well as on strengths and limitations of the various methodologies.
At completion of the course, students will be able to (1) demonstrate in-depth understanding of cognitive-neurological aspects of learning and comprehension, (2) do so with respect to general learning situations as well as specific areas (e.g., reading, mathematics), (3) demonstrate a sound understanding of methodological consideration in the investigation of these processes, and (4) to discuss and evaluate the implications of knowledge of these processes for educators, teachers, trainers, and policy makers.
The achievement levels of the Master’s programme Education and Child Studies are all applicable to this course.
NB Language of instruction will be Dutch if only Dutch-speaking students participate
Onderwijsvormen
To ensure that students will attain a thorough knowledge of this emerging field, instruction will take a variety of form, including lectures, group discussion and written critiques of reading assignments, as well as applied, cooperative learning activities. Students will write a final paper that either provides a conceptual review or proposes a particular research study.
Literatuur
Study material will consist of recent book chapters as well as primary research articles from leading journals in education, psychology, and cognitive science. In addition, students will identify additional articles on selected topics.
All articles will be digitally available on Blackboard a few weeks before the beginning of the course.
Toetsing
The final grade will be based on the quality of the final paper as well as on the student’s class participation.