Mind, Brain and Education 2 - EDU00055I

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2025-26

Module summary

This module will build upon students’ understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, thinking, and knowledge representation) are applied to learning. Students will engage with contemporary research in psychobiology, neuroscience and cognitive psychology. The module will provide students with practical experience of using some of the research methods commonly used in these subject areas.

Module will run

Occurrence Teaching period
A Semester 1 2025-26

Module aims

This module will build upon students’ understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, thinking, and knowledge representation) are applied to learning. Students will engage with contemporary research in psychobiology, neuroscience and cognitive psychology. The module will provide students with practical experience of using some of the research methods commonly used in these subject areas.

Module learning outcomes

Subject content

By the end of this module students will be able to:

  • Discuss the ways in which biological processes, including hormones, genetics and neurological processes influence learning in childhood and adolescence.

  • Explain how cognitive processes, such as memory, perception, cognition, and consciousness, develop and influence learning and behaviour.

  • Understand the ways in which biological bases of behaviour impact on learners' interactions with and within educational environments.

  • Examine the ways in which cognitive processes, such as the development of memory and perception impact on learning in childhood and adolescence.

  • Evaluate the different methodological approaches appropriate for the study of biological and cognitive psychology.

Academic and graduate skills

Students will have learned how to:

  • Formulate academic arguments in written and oral form.

  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation.

  • Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour).

  • Use the Virtual Learning Environment (VLE) website, and the Internet effectively

Module content

The following is indicative of the different topics that will be covered:

  • Memory, long term memory, consolidation and forgetting.

  • Perception and attention.

  • Drugs and cognition.

  • Neuropsychology, methods and imaging techniques.

  • Genetics, evolution and behaviour.

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2020). Memory (3rd Ed.). Psychology Press.

Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education. Blackwell publishing.

Churches, R., Dommett, E., & Devonshire, I. (2017). Neuroscience for teachers: Applying research evidence from brain science. Crown House Publishing Ltd.

Howard-Jones, P. (2018). Evolution of the Learning Brain: Or How You Got To Be So Smart... Routledge.