NB Language of instruction is English
Admission requirements
This course is related to the Bachelor courses Leren en Cognitie and Het Lerende Brein. If you did not take these courses it might be helpful to examine their reading materials.
Description
Children have a tremendous potential to learn and benefit from education during their development. The human brain allows this learning to take place but also limits what, when, and how much can be learned. In recent years, research in (developmental) cognitive neuroscience has provided important insights into the workings of the developing mind. This has led to the emergence of a new field ‘Educational Neuroscience’ which aims to build a bridge between the cognitive sciences and education. In this course, students will read theoretical and empirical studies about learning from the fields of developmental cognitive neuroscience, educational neuroscience, education, and cognitive development. Students will gain in-depth knowledge about the challenges and opportunities offered by new techniques to study the brain, and will learn more about the relation between cognitive development and learning.
Course objectives
The aim of this course is to help students gain a thorough understanding of the cognitive and neuropsychological processes that take place during learning, and explore implications for education and instruction.
At completion of the course, students will be able to:
(1) demonstrate in-depth understanding of recent insights in learning and educational neuroscience,
(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) discuss and evaluate the implications of knowledge of these processes for educators, teachers, trainers, and policy makers.
Achievement levels (Master Education and Child Studies)
1 Substantive knowledge
1.1 has profound knowledge of the various theories and methodological approaches common within the domain of one of the specialisations offered by the Master’s programme;
1.2 is able to analyse and conceptualise questions and problems in one of the specialisations offered by the Master’s programme;
1.3 has the capacity to identify a theoretical framework suitable for addressing problems and issues relevant for one of the specialisations offered by the Master’s programme;
1.4 has knowledge of models and methods of prevention and intervention relevant for one of the specialisations offered by the Master’s programme;
1.5 is acquainted with the professional field of the Master’s specialisation.
2 Research methods and statistics
2.1 is competent in methodological and technical research skills that are current in Education and Child Studies in general, and in the Master’s specialisation in particular;
2.2 is able to independently design, organise, and conduct research in one of the specialisations of the Masters’ programme;
2.3 is able to critically evaluate aspects of study design and methodology in empirical research.
3 Academic skills
3.1 describing and analysing practical and theoretical issues in human development from both a scientific and an ethical point of view;
3.2 analysing and evaluating scientific literature critically to establish its practical or theoretical relevance;
3.3 formulating a consistent line of reasoning, based on scientific arguments;
3.4 reporting orally and in writing on issues in human development both in an academic and in a professional context.
4 Professional conduct
4.1 connect scientific knowledge and insights to practical issues in human development;
4.2 analyse child-raising and/or educational issues and establish appropriate professional strategies;
4.3 collaborate with others and take responsibility in a professional team.
Achievement levels (Research Master Developmental Psychopathology in Education and Child Studies) 1, 2, 3, 4, 5, 8, 10, 11.
Mode of instruction
To ensure that students will attain a thorough knowledge of this emerging field, instruction will take a variety of forms, including lectures, group discussion as well as cooperative learning activities and group assignments. Students’ knowledge of the literature will be tested weekly with open-ended questions, and group assignments. Students will conclude the course with an individual written assignment.
Assessment method
The final grade will be based on the quality of the research proposal (40%), weekly essay questions (40%), and group assignments (20%). All components have to be satisfactory (5,5 or more).
Research students write all assignments in English. They are assigned to special RM-groups to allow them to be judged separately from Master students. The standards of assessment of their assignments are stricter, especially with respect to scientific underpinning of arguments.
Blackboard
Articles will be available on and student papers will be exchanged via Blackboard.
Reading list
Study material will consist of recent book chapters as well as primary research articles from leading journals in education, psychology, and cognitive science.
All articles will be digitally available on Blackboard a few weeks before the beginning of the course.
Registration
Please note that separate uSis registration is mandatory for lectures, seminars, exams and re-exams. Student who do not register, cannot attend courses or take exams.
Courses
Registration for the lectures of the course is possible as of 100 calendar days through 10 calendar days before the first lecture at the latest;
Registration for the seminars of the course is possible as of 100 calendar days through 10 calendar days before the first seminar at the latest.
Exams
Student must register for each exam through uSis. This is only possible until 10 calendar days before the exam. More information on exam registration
NB The exam of this course is a paper. This means that you do not have to register yourself for this exam in uSis.
Contact information
For questions about this course email Dr. Linda van Leijenhorst.