EDUT6001 Theories of Learning: Cognitive and Socio-Cultural Perspectives (ORI1)

Objectives and learning outcomes:

The aim is to engage students in the concepts of learning science, especially emphasizing the theories of the cognitivism and socio-cultural approaches. Students are expected to see the variety and  diversity of the learning theories and to understand how these can apply in designing their own teaching and in research. They are also expected to understand how they can themselves develop their skills and expertise according to their visions and previous knowledge base.

Students should become aware of the two approaches to learning:

1) the cognitive approach (knowledge acquisition) and

2) the socio-cultural approach (participation in knowledge communities).


Learning setting:

Degree students (4 ECTS): active participation in lectures (16 hours), workshops (10 hours), independent work (85 hours), and a 6-page essay (4 ECTS).

Exchange students (2-4 ECTS): active participation in lectures (16 hours), workshops (10 hours), independent work (85 hours), and a 2-page summary (2 ECTS option) or a 6-page essay (4 ECTS option).


Literature:

• Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5(2), 121-152.

• Dobber, M. & van Oers, B. (2015). The Role of the Teacher in Promoting Dialogue and Polylogue During Inquiry Activities in Primary Education. Mind, Culture, and Activity, 22 (4), 326-341. DOI: 10.1080/10749039.2014.992545

• Ericsson, K.A., Krampe, R.T., Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.

• Eysink, T.H.S., Gersen, L. & Gijlers, H.(2015). Inquiry learning for gifted children. High Ability Studies, 26 (1), 63-74. DOI: 10.1080/13598139.2015.1038379

• Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179 (8), 1041-1054. DOI: 10.1080/03004430701731654

• Hong, H., Keith, K., Rice, R., Jennings, J.L. (2017). Using Imagination to Bridge Young Children's Literacy and Science Learning: A Dialogic Approach. Journal of Childhood Studies, 42 (1), 11-22.

• Katherine D. Kinzler and Elizabeth S. Spelke (2007). Core systems in human cognition. In C. von Hofsten & K. Rosander (Eds.) Progress in Brain Research, Vol. 164 ISSN 0079-6123

Evaluation procedure:

Active participation in classroom work and essay.