MSc in Curriculum Development and Instruction

Course Information Package

Course Unit CodeESPLE513
Course Unit DetailsMEd Curriculum Development and Instruction (Required Courses) - MA Educational Sciences: Dynamic Learning Environments (Required Courses) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Identify, describe and discuss the ways people think and learn, evaluating basic theoretical issues of cognitive psychology.
  2. Explain fundamental theories of cognitive psychology related to learning, cognition and the development of metacognitive skills.
  3. Critically analyse and examine the factors influencing learning.
  4. Recognise basic stages of cognitive development and comprehend cognitive processes (perception, memory, problem solving etc.).
  5. Implement acquired knowledge to the design of instruction and teaching practice.
Mode of DeliveryFace-to-face
Recommended optional program componentsNONE
Course Contents

·    Cognitive Science: Introduction to the science of the mind. Cognitive process and cognitive structure.

·    Neuropsychological Issues: Brain and cognitive process.

·    Cognitive Development: From pure and simple reflexes to complex cognition (Behaviourism, Constructivism, Piaget, Bruner, and Vykotsky).

·    Metacognition and Learning.

·    Perception: Cognitive representations, visual illusions, perception without consciousness.

·    Memory: Models of memory, long term and short term memory, working memory, forgetting, memory problems.

·    Judgment: Critical thinking, reasoning, logic thinking.

·    Problem solving and decision making.

·    Intelligence and Artificial Intelligence

·    Cognitive processes, emotion and motives.

·    Contemporary cognitive theories and their application (s) in class.

Recommended and/or required reading:
  • Aukrust, G.V. (2011). Learning and Cognition. Elsevier.
  • Goldstein, E.B. (2008). Cognitive Psychology: Connecting Mind, Research and Everyday Experience (2nd Edition). Wadsworth Publishing.
  • Driscoll, M. (2008). Psychology of Learning for Instruction (4th edition). New York: Ally & Bacon.
  • Βοσνιάδου, Σ. (2004). Γνωσιακή Επιστήμη: Η νέα επιστήμη του νου. Εκδόσεις : Gutenberg.
  • Eysenck. M.W. (2010). Βασικές Αρχές Γνωστικής Ψυχολογίας. Εκδόσεις: Gutenberg.
  • Καραντζής, Ι. (2007). Εφαρμογές Αρχών της Μάθησης στην Εκπαίδευση. Εκδόσεις: Gutenberg.
  • Κολιάδης, Ε.Α. (2002). Γνωστική Ψυχολογία, Γνωστική Νευροεπιστήμη και Εκπαιδευτική Πράξη, Τόμος Δ΄. Αυτοέκδοση.
  • Κωσταρίδου-Ευκλείδη, Αν. (1997). Ψυχολογία της Σκέψης. Θεσσαλονίκη: Ελληνικά Γράμματα.
Planned learning activities and teaching methodsThe theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning.
Assessment methods and criteria
Final Exam60%
Language of instructionGreek
Work placement(s)NO