Module Code: |
H7BS |
Long Title
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Behavioural Science: Problem Based Learning
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Title
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Behavioural Science: Problem Based Learning
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Module Level: |
LEVEL 7 |
EQF Level: |
6 |
EHEA Level: |
First Cycle |
Module Coordinator: |
Caoimhe Hannigan |
Module Author: |
David Mothersill |
Departments: |
School of Business
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Specifications of the qualifications and experience required of staff |
Lecturer qualified with PhD in Psychology or a related cognate discipline and/or tutor qualified to a postgradaute level in psychology
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Understand classroom concepts on a deeper level |
LO2 |
Make decisions they are able to defend, and develop the confidence to do so. |
LO3 |
Connect current course objectives to previous knowledge, linking together learning from across all stages of the Psychology programme |
LO4 |
Solve an open-ended problem in multiple complex stages |
LO5 |
Develop critical thinking skills by examining important current research in psychology. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Entry requirements |
There are no additional entry requirements for this module. The programme entry requirements apply.
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Module Content & Assessment
Indicative Content |
Module content:
The module will begin with an introduction to Problem-Based Learning after which learners will be introduced to various common behavioural problems encountered by psychologists such as difficulties with communication, attachment, anxiety and eating disorders. Each introduced topic will incorporate a true-to-life scenario, as described in a vignette that students then need to assess and address. Solutions to the scenario are discussed both in groups and at class level. Students will also apply the principles of problem-based learning to contemporary debates in Psychology, thus learning to transfer this new skill to future understanding of psychological theory and research.
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Below is a list of indicative topics.
Introduction to Problem Based Learning
Week 1: Defining the subject area and explaining the benefits of PBL
Discussing reflective diaries and the assessment strategy
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Vignettes used to teach and practice PBL
Week 2: Communication (family visit)
Week 3: Learning Theory (sleep case)
Week 4: Attachment Theory (mother in hospital)
Week 5: Social Cognition (anxiety)
Week 6: Family Dynamics and Peer Pressure (anorexia)
Week 7: Bringing all the theories together (school refusal)
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Debates used to teach and practice PBL
Week 9: Discussion of PBLs and critical thinking; how the knowledge and skills gained so far can be used in all areas of psychology, for example when considering psychological issues and debates.
Week 10: Free Will and Illusion
Week 11: Animal Research in Psychology
Week 12: Is Divorce bad for children?
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
CA 1 |
% of total: |
40 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: Peer-grading:
On 8/12 weeks students are graded on participation and research (weeks 1 and 9 are not graded, and there are 2 weeks grace for absences)
5 % awarded for each week – if they attend more than 8 weeks, they get the best 8 grades).
Students grade each other at the end of the discussion section of each week. Students also grade themselves. This grading strategy is supervised by the lecturer. |
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Assessment Type: |
CA 2 |
% of total: |
60 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: 2. Reflective Diaries
Students submit a reflective diary discussing 6 of the topics they have covered throughout the module, with 10% being awarded for each topic |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description If a student fails the module overall, they are required to repeat the failed component(s).
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Full Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Tutorial |
Interactive classroom lecture/tutorial |
12 |
Per Semester |
1.00 |
Independent Learning |
Independent learning |
113 |
Per Semester |
9.42 |
Total Weekly Contact Hours |
1.00 |
Module Resources
This module does not have any book resources |
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This module does not have any article/paper resources |
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Other Resources |
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[Website], http://www.easp.eu/.
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[Website], http://psihq.ie/.
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[Website], Wiley online library,
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[Website], Science Direct,
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[Website], Google Scholar,
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[Website], Examples of reflective writing,
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[Website], Guide to reflective writing,
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[Website], Scholarly article comparing written and
video reflective diaries,
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[Website], Scholarly article discussing benefits of
video diaries as assessment strategies:,
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