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Educational Sciences 2, Development and Learning in the Globalization Era, 8.5 credits
Utbildningsvetenskaplig kärna 2, Utveckling och lärande i en globaliserad tid, 8.5 hp
975G08
Main field of study
DidacticsCourse level
First cycleCourse type
Programme courseExaminer
Andrzej Szklarski / Leif MideklintDirector of studies or equivalent
Lotta HolmeECV = Elective / Compulsory / Voluntary
Main field of study
DidacticsCourse level
First cycleAdvancement level
G1XCourse offered for
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Biology
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject English
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject History
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Internationell Mathematics
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Internationell Social Studies
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Mathematics
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Social Studies
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Swedish
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.Department
Institutionen för beteendevetenskap och lärandeNo examination details is to be found.
Course literature is preliminary.
Huvudbok
Woolfolk, A. (2010). Educational psychology (11th ed.). Upper Saddle River, New Jersey: Pearson. (kap. 1-3; 5-7; 9-11).
Huvudbok finns att köpa som en specialutgåva för två kurser (UK2 och UK3) på Bokakademin i Kårallen. Bokens titel: Educational psychology and classroom assessment. (I UK2 behandlas kap. 1-9).
Övrig litteratur
Fawcett, L.M. & Garton, A.F. (2005). The effect of peer collaboration on children’s problem-solving ability. British Journal of Educational Psychology, 75(2), 157-169.
Gillies, R.M. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implemetation. Teaching and Teacher Education, 26(4), 933-940.
Richardson, J.T. (2010). Conceptions of learning and approaches to studying among white and ethnic minority students in distance education. British Journal of Educational Psychology, 80(4), 535-556.
Szczepanski, A. (2007). Uterummet - ett mäktigt klassrum med många lärmiljöer. I L-O. Dahlgren, S. Sjölander, J.P. Strid & A. Szczepanski (Red.), Utomhuspedagogik som kunskapskälla. Lund: Studentlitteratur.
Szklarski, A. (2011). Pupils’ experience of being motivated to learn in school: An empirical phenomenological study. Teaching Science, 57(1), 43-48.
Volet, S., Vauras, M & Salone, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226.
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