NB Language of instruction is Dutch unless English-speaking students participate
There are no formal admission requirements. However, this course is related to the BA courses Leren en Cognitie, and Het Lerende Brein 1 and Het Lerende Brein 2. If you did not take these courses it might be helpful to examine their reading materials.
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.
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.
The achievement levels of the Master’s programme Education and Child Studies are all applicable to this course.
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 by open-ended questions, and group assignments. In addition, students will conclude the course by writing a research proposal.
The final grade will be based on the quality of the research proposal (40%), weekly quiz grades (40%), and group assignments (20%). All components have to be satisfactory (5,5 or more).
Articles will be available on and student papers will be exchanged via Blackboard.
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.
Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.
Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the exam is possible as of two months through one week before the exam at the latest;
Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.
Students who don’t register cannot attend classes or take the (re)exam.
For questions about this course email dr. Linda van Leijenhorst.