Introduction
This unit explores the application of cognitive science to teaching and learning in contemporary school settings. It examines how research on memory, attention, and cognitive load informs effective classroom practice. Learners engage with strategies such as retrieval practice, spaced repetition, and dual coding to enhance knowledge retention and transfer. The unit highlights the role of prior knowledge in shaping new learning and the importance of scaffolding to support diverse student needs.
Teachers will investigate how metacognition empowers students to monitor and regulate their own learning. A focus on working memory limitations guides discussion of instructional design, clarity, and reducing extraneous load. Learners also consider how motivation, feedback, and formative assessment interact with cognitive processes in school contexts. The unit integrates digital and multimodal tools while critically evaluating their impact on cognition. Case studies from primary and secondary classrooms illustrate practical applications of theory. By the end, participants will connect cognitive science research with evidence-based pedagogy to improve outcomes for all learners.
Summary
| Unit name | Human Development and Learning |
| Unit code | EDU108 |
| Credit points | 12.5 |
| College/School | Arts and Society Faculty of Education |
| Discipline | Education |
| Coordinator | Mr David Shorter |
| Available as an elective? | Yes |
| Delivered By | University of Tasmania |
| Level | Introductory |
Availability
Specific information on 2027 unit availability will be available in August
Learning Outcomes
- Analyse the physical, intellectual development, social, emotional, moral, and spiritual development of students and explain how this may affect learning.
- Synthesise research into how students learn and explain the implications for teaching.
- Communicate in writing for an academic audience.
Fee Information
2027 fee information will be available in August.
Teaching
| Assessment | Reflective analysis of theories and teaching practice (CC1.1) (20%)|Teaching Strategy Portfolio¿(CC1.3) (35%)|Micro-Teaching Demonstration (CC1.2) (45%) |
|---|---|
| Timetable | View the lecture timetable | View the full unit timetable |
Textbooks
| Required |
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| Recommended | Australian Education Research Organisation. (2023), How Students Learn Best: An Overview of the Learning Process and the Most Effective Teaching Practices, Chinnapan, M., & Chandler, P. (2010). Managing Cognitive Load in the mathematics classroom. Australian Mathematics Teacher, 66(1), 5-11. Clark, R. E., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American educator, 36(1), 6-11. Geary, D. C. (2008). An evolutionarily informed education science. Educational psychologist, 43(4), 179-195. Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational psychologist, 41(2), 75-86. Long, B. (2023). In a nutshell. It all makes sense- the importance of brain education. Australian Primary Mathematics Classroom, 28(1), 39-40. National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.). Washington, DC: National Academy Press. Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. |
The University reserves the right to amend or remove courses and unit availabilities, as appropriate.