SCHOOL OF SOCIAL, POLITICAL AND GLOBAL STUDIES

EDUCATION

MODULE EDU-10033 ‘UNDERSTANDING LEARNING’

(Semester 1 - 2022/23)

Tutor: Dr Aizuddin Mohamed Anuar (module lead)

[email protected]
Office: CBA0.022 (Ground Floor, Chancellor’s Building)
Office Hours: Tuesday 15.00-17.00 or via Microsoft Teams

Lectures: Time to be confirmed—please check your individual timetable

Seminars: Time to be confirmed—please check your individual timetable

Reading and Source Material

Key readings can be accessed via digitised documents on the Keele Learning
Environment (KLE).

You can access the reading list here or via KLE.

Reading List Link: https://rl.talis.com/3/keele/lists/9936C01E-AECD-2AB0-8DA9-

94088DDCABEA.html?lang=en

Summary
The aim of this module is to enable you to reflect critically on some key academic
contributions in education studies, our understanding of the nature and processes of
learning and their relevance to both educational practice and to your own learning
development.

Intended learning outcomes

By the end of this module you should be able to:

Articulate the central contributions of a number of theorists to our understanding of

the learning process and to also demonstrate a critical consideration of the strengths
and limitations of these theories.

Comment on ways in which the theorists contribute to educational studies and

educational practice.

Comment in an informed way on controversies related to learning and education

philosophically, psychologically and sociologically.

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Express your views on these topics in a well-informed, succinct and academic
manner, both orally and in writing.

Reflectively apply your knowledge to some substantial areas related to learning and
education.

Overview of sessions

Week & Date Title of Session

Week 1 Induction week – no session for this module
w/c 26/09/2022
Week 2 Naturalism
w/c 03/10/2022
Week 3 Behaviourism
w/c 10/10/2022
Week 4 Cognitive Constructivism
w/c 17/10/2022
Week 5 Social Constructivism
w/c 24/10/2022
Week 6 The Cultural Dimensions of Learning
w/c 31/10/2022
Week 7 Social Backgrounds
w/c 07/11/2022
Week 8 Gender and Education
w/c 14/11/2022
Week 9 Essay Support
w/c 21/11/2022 -Essay draft due this week (optional)
Week 10 Intelligence and Learning Styles
w/c 28/11/2022
Week 11 Learning in a Higher Education Context
w/c 05/12/2022

Assessment
Details of the requirements for assessment are available on the KLE space under the
tab titled Assessment. There is one assessment for this module:

A 2,000-word essay which will count for 100% of your mark. You will be required to
select one essay question from a list of options which will be given to you in week 2
or soon after. The submission date for the assignment is Monday 16th January
2023.

All written work must be submitted to ‘Turnitin’ on the KLE by 1pm on the
deadline dates shown.

A draft essay plan can be submitted (up to 800 words) for formative feedback by the
module tutor, no later than: Wednesday 23rd November 2022 via the KLE.

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Reading and Resources

There is no one book which covers the range of issues dealt with on this module. As
an introduction to theories of learning and education you will find parts of Wood’s
(1998) How Children Think and learn, especially useful for weeks one to four.
Moore’s (2004) Education and Society is helpful for weeks five and six.

You must read the text before each week's seminar; some seminars will explore
these texts further in class together.

DO NOT RELY ON WEB BASED UNREFERENCED WORK, YOU MAY UNWITTINGLY

PLAGIARISE, (An offence the university takes very seriously). REFERENCE
ACADEMIC SOURCES WHEREVER POSSIBLE (i.e. books and academic journal articles
which the Keele University library has subscriptions for)

Ideas and issues covered in this module are discussed in a vast number of books on
psychology and sociology and issues related to such learning, which are available in
the university library.

You may like to make some provisional notes on the questions set out in this module
outline below (by week). Lectures and seminars will be based on the assumption that
you have at least thought about these questions.

Useful Journals:
British Educational Research Journal
British Journal of Education
British Journal of Educational Psychology
Childhood
Education 3-13
Educational Research
Educational Studies
Early Childhood Education Journal
Early Childhood Research Quarterly
International Journal of Early Years Education
International Journal of Early Years Educational Development

Detailed overview of weekly content and session readings

Week 1 –** Induction week no session for this module**

Week 2 and 3: Naturalism and Behaviourism

These first two weeks will cover two important learning theories; Naturalism and
Behaviourism. Theorists explored will include Pestalozzi, Froebel, Montessori,
Thorndike, Pavlov.

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The lecture and seminar will raise questions such as:
 How do we, as humans learn? How do children learn?
 Why were the Naturalists and Behaviourists labelled thus?
 How has Behaviourist psychology impacted our understanding of learning in
educational contexts?

Key reading:
Bigge, M. & Shermis, S. (2004) Learning Theories for Teachers, Boston: Allyn & Bacon
(Chapter 4 – How do the two families of contemporary learning theory describe the
learning process?)

Curtis, W. & Pettigrew, A. (2010) Education Studies: reflective reader, Exeter:

Learning Matter Ltd (Chapter 1 – The Learner)

Wood, D. (1998) How Children Think and Learn, Oxford, Blackwell Publishing. pp. 1-
14.

Further reading:
Child, D. (1986) Psychology and the Teacher, London, Cassell, pp. 81-102.

Garhart Mooney, C. (2000) Theories of Childhood, Minnesota, Redleaf Press, Chapter

2.

Montessori, M. 1912: The Montessori Method: Scientific pedagogy as applied to

child education in "the children's houses" with additions and revisions by the author
(Second Edition), New York, Fredrick Stokes, pp. 72-80, 107-115

Pestalozzi, J. (1966[1801]) How Gertrude Teaches her Children, London, Quantum,

pp. 199-211

Week 4 and 5: Cognitive Constructivism and Social Constructivism

Cognitive Constructivism and Social Constructivism will be explored through these
two weeks, this will include looking at the work of Vygotsky, Bruner and Piaget.

The lecture and seminar will raise questions such as:

 What is ‘structure’ according to Bruner?
 How may educational contexts be impacted by Bruner’s theory – what might
the teaching and learning be like?
 What is Vygotsky’s position in terms of learning theory?
 What are Piaget’s ‘developmental stages’ and how does Vygotsky view the
work of Piaget?
 Which theory of learning do you think Piaget has had the most impact upon?

PLEASE NOTE: social constructivism focuses on an individual's learning that takes

place because of his or her interactions in a group, this is NOT the same concept as
social constructionism (EDU-10029) which focuses on the artefacts that are created
through the social interactions of a group.

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Key reading:
Donaldson, M. (1978) Children’s Minds London, Fontana Pp. 17-31

Piaget, J. (2007) The Language and Thought of A Child London, Routledge, pp 1- 49

Further reading:
Bakhurst, D. (1996) ‘Social Memory in Soviet Thought’ in Daniels, H. (ed.) An
Introduction to Vygotsky London, Routledge pp. 198-202

Boden, M. (1979) Piaget London, Fontana pp. 49-66

Bruner, J. (1960) The Process of Education. Massachusetts, Harvard University Press,

pp.17-32

Bruner, J. (1966) Towards a Theory of Instruction, New York: Norton. pp. 1-21.

Bruner, J. (1974) ‘The organisation of early skilled action’ in Richards, M. P. M. (ed)

(1974) The integration of a child into a social world London Cambridge University
Press Pp 167-184

Richards, M. P. M. (1974) The integration of a child into a social world London

Cambridge University Press

Vygotsky, L.S. (1999) Thought and Language, Cambridge, Mass., The MIT Press, pp.
12-57

Wood, D. (1998) How Children Think and Learn, Oxford, Blackwell Publishing. pp 40-
50

Week 6: The Cultural Dimensions of Learning

This week will look at how culture influences learning, and its representation in the
curriculum.

The lecture and seminar will raise questions such as:

 How does culture influence learning?
 What does the ‘funds of knowledge’ and ‘communities of practice’ teach us
about the importance of culture and community in learning?
 How is ‘culture’ in the National Curriculum for English represented through
the choice of literary texts?
 Is such a Curriculum inclusive or exclusive of literature from different cultures
and traditions, what happens in application?

Key reading:
Eisenhart, M. (2021) ‘The Anthropology of Learning Revisited’ Anthropology &
Education Quarterly, 52(2), 209-221.

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Moll, L. C. (2019) ‘Elaborating Funds of Knowledge: Community-Oriented Practices in
International Contexts’ Literacy Research: Theory, Method, and Practice, 68(1), 130-
138.

Dawson, E. (2008) 'Reading Around' in Classroom NATE Journal June pp 29-31.

Further reading:
Apple, M. (1993) ‘The Politics of Official Knowledge: Does a National Curriculum
Make Sense?’ Teachers College Record, 95 (2)

Alexander, R. et al (1992) Curriculum Organisation and Classroom Practice in Primary

Schools London, DES paras 17-23; 51-106.

National Advisory Committee on Creative and Cultural Education (1999) All Our
Futures, London, DfEE pp.88-100

Week 7: Social backgrounds

This week will look at the impact of social backgrounds on learning with a focus on
socio-economic status (SES).

The lecture and seminar will raise questions such as:

 What degree of impact can your social background have on your own
learning?
 How much truth is there in the statement ‘working class kids get working
class jobs’?
 What does Bernstein mean by ‘codes’?
 Do you think there can ever be a truly ‘equal learning platform’?

Key Reading:
Moore, R. (2004) Education and Society: Issues and Explanations in the Sociology of
Education Cambridge, Polity Press pp 6-34

Further Reading:
Bernstein, B. (1971) Class, Codes and Control Suffolk, Routledge and Kegan Paul Ltd.

Bourdieu, P. 1986: 'The forms of capital', In: J. E. Richardson (Ed.), Handbook of

theory and research for the Sociology of education, Greenwood Press, pp. 241-258

Bourdieu, P. and Passeron, J. C. (1996) ‘Introduction: Language and Relationship to

Language in the Teaching Situation’ in Bourdieu, P. et al Academic Discourse
Cambridge Polity Press

Dolby et al (eds) (2004) Learning to Labour in New Times London RoutledgeFalmer

Willis, P. (1977) Learning To Labour: how working class kids get working class jobs
New York Columbia University Press

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Wood, D. (1998) How Children Think and Learn, Oxford, Blackwell Publishing pp 110-
143

Week 8: Gender in education

Gender in education will be explored through this week’s lecture and seminars.

The lecture and seminar will raise questions such as:

 Do girls and boys learn differently?
 How much of this difference is socially created?
 What are the key factors that account for different experiences and
outcomes between male and female learners?

Key Readings:
Maynard, T. (2005) ‘The context: a problem of gender’ in Topping, K. and Maloney,
S., (eds) The RoutledgeFalmer Reader in Inclusive Education, Oxen Routledge Falmer
Pp 83-94.

Sharpe, S. (1976) Just like a Girl: How Girls Learn to be Women Harmondsworth,
Penguin pp 121-156

Further Reading:
Ali, S. et al (2004) The Politics of Education: Critical Perspectives, Basingstoke,
Palgrave Macmillan

Arnot, M. (2006) The Routledge Falmer reader in gender and education Oxon,
Routledge Falmer

Haw, K. (1998) Educating Muslim girls: shifting discourses Buckingham Open

University Pres

Weiler, L (ed) (2001) Feminist Engagements: Reading, Resisting and Revisioning Male
Theorists in Education and Cultural Studies

Weiner, G. (ed) (1985) Just a bunch of girls feminist approaches to schooling Milton
Keynes Open University Press

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Week 9: Essay Support
This week will provide further support and guidance on how to integrate the themes
and issues covered in the module within one of the essay titles. Seminar sessions will
offer students an opportunity to discuss their assessment with the tutor.

PLEASE NOTE: A draft essay plan can be submitted (up to 800 words) for formative
feedback by the module tutor, no later than: Wednesday 23rd November 2022 via
the KLE.

Week 10: Intelligence and Learning Styles

This week’s lecture and seminar will consider the controversies surrounding
intelligence and IQ tests, and their relationship to schools. It will explore some of the
key thinking in the IQ debate and the way it has been approached by educationalists,
psychologists and sociologists.

The lecture and seminar will raise questions such as:

 What are learning styles? How are these different from forms of intelligence?
 How do we determine somebody's learning style?
 What role might culture and environment play in further shaping these
approaches?

Key Readings:
Children and Their Primary Schools (‘The Plowden Report’) (1967) London, DES pp.
189-202

Gardner, H. (1984) Frames of Mind: The Theory of Multiple Intelligences London,

Heinemann pp.1-11

Reid, G. (2007) Learning Styles and Inclusion, London, Paul Chapman Publishing.
Chapters 4 and 8.

Further Reading:
Barber, M. (1996) The Learning Game London, Gollancz pp.169-172

Eysenck, H.J. (1981) Intelligence: The Battle for the Mind: H.J. Eysenck versus Leon
Kamin London, Pan Books pp. 28-36 Kamin, L ibid., pp 90-97.

Cassidy, S. (2004) Learning Styles: an overview of theories, models, and measures,

Educational Psychology, 24, 4, 419- 444

Gutierrez, KD. & Rogoff, B. (2003) ‘Cultural Ways of Learning: Individual Traits or
Repertories of Practice?’, Educational Researcher, 32, 5, 19-25

Honey, P. & Mumford, A. 2006: The learning styles helper's guide, Berkshire: Peter
Honey Publications, pp. 4-12

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White, J. (1998) Do Howard Gardner’s multiple intelligences add up? University of
London: Institute of Education, pp.5-21

Week 11: Learning in a Higher Education Context

The final week in the module will focus on learning in a Higher Education context.
We will explore different research and thinking on HE learning and look at the
different ways in which students go about the learning process.

The lecture and seminar will raise questions such as:

 What is the HE student experience?
 How do we ‘learn’ within a HE context?
 How have recent changes to HE impacted the learning environments of the
students.

Key Readings:
Light, G. & Cox, R. (2001) Learning and Teaching in Higher Education, London: Paul
Chapman, (Chapter 4 – A critical matrix of learning and teaching)

Vermunt, JD. & Vermetten, Y.J. (2004) ‘Patterns in Student Learning: relationships
between learning strategies, conceptions of learning and learning outcomes’,
Educational Psychology Review, 16(4), 359-384

Further Reading:
Cottrell, S. The Study Skills Handbook 2003, Chapter 3: ‘Intelligence and Learning’.

Entwistle, N, (1984), ‘Contrasting Perspectives on Learning’, Chapter One in Marton

et al, The Experience of Learning, Scottish Academic Press

Entwistle, N, (1988). ‘Approaches to Learning and Forms of Understanding’, Chapter

4 in Dart, B. and G Boulton-Lewis, Teaching and Learning in Higher Education,

Gibbs, G. Improving the Quality of Student Learning, Chapter 1: ‘The nature of quality
in learning’.

Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching: The

Experience in Higher Education Buckingham, Open University Press.