BSc Educational Psychology

The unit provides students with a critical grounding in the major psychological schools that shape the field and examines how these influence educational doctrine and practices in the ‘modern’ classroom.

Throughout the unit, students are introduced to different ways in which human thoughts, feelings and behaviour can be examined encouraged to consider how different perspective can be used in the context of education. With the introduction of multiple theories, critical thinking skills are developed comparing and contrasting different interpretations of the similar contexts. Potential biases and assumptions are questioned each session.

The assignment is an applied case study scenario. The assignment requires students to examine a case study of an individual’s circumstances and to discuss to what extent one chosen perspective is able to explain the situation. Students can decide which perspective they want to apply and are encouraged to develop a deeper understanding of those chosen perspective, building on the introductory class materials.

The unit aims to:

• Provide coverage of the BPS core area of ‘cultural and historical origins of Psychology’ in respect to its application to educational contexts
• Provide a basic introduction for the other core areas of BPS coverage that have shaped the discipline and are addressed in more detail in future units.  This includes cognitive psychology, psychobiology, developmental psychology, social psychology, individual differences, and research issues
• Enable students to develop their analytical and critical thinking skills necessary for their future studies and careers through comparing and contrasting different psychological perspectives
• The unit will also offer opportunities for students to develop group-work skills, developing inter-personal competencies and a sense of course identity

Students will be able to:

The unit begins with examining different ways Psychology can be organised, highlighting some of the major debates and assumptions that shape and define the field. The nature and role of scientific thinking and practice is then considered, introducing debate and discussion as to whether Psychology fulfils the criteria for science and whether this is to it’s benefit for not.

The unit moves to explore one major perspective or paradigm for each session (see below).  Major perspectives are chosen on the basis of representing major paradigm shifts in the development of the field, with each one exemplifying a specific characteristics or assumptions that shape contemporary thinking.  Each major perspective has salient implications for educational contexts, helping understand the ‘whys and wherefores’ of, the structure and approach of education, including specific processes and pedagogies.

The final two weeks are dedicated to assignment preparation.  The penultimate week involves an exploration of contemporary education material in order practice identifying psychological perspective in applied material. The ultimate week is an explicit examination of the assignment and it’s brief, drawing on previous years feedback to help inform successful engagement with the task.

Pre-Sessional content:  Each week, ahead of scheduled contact time, specific pre-session activities are indicated, with the expectation for students to access and complete this ahead of the live session. These typically involve short, key readings, brief audio-visual presentations (bespoke presentations from unit staff and/or YouTube material), and/or brief activities with responses and answers to be discussed during the live session.

Lecture & discussion: Live session time covers key content required to demonstrate knowledge and understanding of the intended learning objectives of the session. This includes group and class-based discussion.  Often, learning is through practical activities, with students working collaboratively to apply learning to specific cases or examples. Padlet is often within lectures to support class-wide feedback on points.

Post-sessional activities: A range of guided reading and activity are signposted at the end of each week, designed to help consolidate and further learning from the live session.  Activities take the form of self-assessed ‘quizlets’, multimedia presentations and plenary Padlet boards allowing of sharing ideas across the cohort.

Further student directed and supplementary e-learning processes support the unit through the use of a class padlet. Students post questions or discussion points to facilitate asynchronous discussion of points arising.

• Identify and present relevant knowledge of major psychological theory and evidence in respect to it’s key characteristics and assumptions applied within an educational context (case study)

• Discuss the extent to which psychological theory and evidence explains a presented educational context (case study), with reference to alternative theories and/or counter narrative where applicable

• Search subject-specific electronic and other resources effectively to identify and use appropriate and relevant primary and secondary information

• Make use of productivity software including text editing and reference management software to support the production of an assignment

BSc Educational Psychology is externally accredited by the British Psychological Society.

Formative Assessment Task - Optional self-assessment ‘quizlets’ are provided on the VLE

Assessment Task - Students are presented an applied case study by which they are to select a psychological perspective with wish to examine the extent it is useful in explaining the case study (1,500 words; 100%)

Written bespoke feedback and rubric grading provided online. Feedback provided within Faculty guidelines.

Introduction to critical thinking

Ruscio, J. (2005). Critical Thinking in Psychology: Separating Sense from Nonsense. Belmont, CA: Thomson, Wadsworth.

Slife, B. (2010) Taking sides: Clashing Views on Psychological Issues. New York: McGraw-Hill.

Forshaw, M. (2012). Critical thinking for psychology: A student guide.  West Sussex: BPS

Introduction to Psychological perspectives

Hayes, N. (2000).  Perspectives in Psychology (3rd Ed). London: Thompson Learning

Application of Psychology to education

Woolfolk, A. (2013). Psychology in Education (2nd Ed). Pearson: Harlow.
Lord, J. (2022). Psychology of Education: Theory, research and evidence-based practice. SAGE: London.
 

Expected Outcomes

The module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS). There is a focus on teaching the skills needed for post graduate work in the field of applied psychology, including, but not limited to:

• Professional standards in communication
  Demonstration of reasoning and analysis skills
  Application of knowledge and critical thinking skills to create novel and original solutions in applied contexts
  Demonstration of digital literacy
  High level skills in retrieval, organisation and synthesis of complex material
  Autonomy and ownership of tasks, including effective personal planning and project management skills

Within the teaching processes, there are substantive learnt opportunities to practice and develop a range of interpersonal skills including inclusive and collaborative working, reaching consensus, verbal communication and acting sensitively to the needs and expectations of others.

Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc). The content is specifically related to educational settings and as such immediately applicable to careers outside of the subject discipline (e.g. teaching, teaching assistants; SENCo; support workers).