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Session: 2022/23
Last modified: 12/10/2022 14:02:05
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Title of Module: Investigating Psychology |
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Code: PSYC07008 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | K
Manoussaki |
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| Summary of Module |
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This module allows students to investigate the nature / nurture debate within psychology via independent-led inquiry. Here, students will be first introduced to the debate within psychology before having the autonomy to delve deeper into this debate within a specific topic area of the discipline (e.g. personality, intelligence or aggression). Through this endeavour, students will also be introduced to the different methods and techniques of searching for sources during a literature search. Students will be required to think critically about the sources they retrieve and learn to summarise the information and conclusions from these sources in a clear and effective manner. Students will develop key research enquiry skills with a particular focus on the development of a rationale behind a research project and its target population. Student will also review the different (qualitative, quantitative & mixed methods) approaches to research in psychology and the strengths and weakness of each. Students are encouraged to consider the real world implications of research and their conclusions.
Students will be required to produce two pieces of coursework. The first will be a written report where students will evidence their development of, and then reflect upon, their literature search skills. The second assessment will be a presentation where students will demonstrate these new skills, in conjunction with their awareness of research principles. Throughout the module, students will be encouraged to collaborate across subject boundaries and to think critically about the transferable nature of academic knowledge and research skills.This module covers all IamUWS graduate attributes.
- Gain a close inspection of the nature/nurture debate within psychology, via enquiry based learning
- Gain student-led research skills.
- Build transferable academic skills through the interaction of different sources and learning materials.
- Build digital literacy skills.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate the ability to identify and formulate an appropriate research question
L2.
Demonstrate the ability to collate, interrogate and present evidence
L3.
Demonstrate an ability to present evidence effectively in both written and visual forms
L4.
Demonstrate the ability to work independently and take ownership of one’s learning |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Understand the development of psychology and its place as a scientific discipline.
Understand different models and approaches used to explore human behaviour.
Understand the importance of research-based, psychological explanations that support the nature/nurture debate.
eness. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use some of the basic techniques for psychological investigation.
Retrieve and reference basic psychological research |
| Generic Cognitive skills |
SCQF Level 7.
Discuss and evaluate information core to the discipline of psychology and the nature/nurture debate.
Use different approaches to address applied issues the nature/nurture debate. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Discuss psychological issues in a coherent and structured manner, both verbally and written.
Present information using appropriate software.
Use dedicated software to investigate psychological phenomena.
Use of information retrieval systems.
Use numerical and graphical data to address psychological issues.
Use of Virtual Learning Environment |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Work effectively in class-based group activities.
Take account of personal responsibility to address own learning needs. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach, in which students are required to engage with the module through both synchronous and asynchronous tasks. Delivery of this module will predominately be through asynchronous instruction (e.g. recordings, worksheets & additional materials), where students will receive materials each week on the VLE in order to complete relevant tasks and activities. Additional support will be provided via weekly workshops that will be held to facilitate learning and provide tutor assistance with the prescribed weekly tasks.
The module uses a flipped-classroom approach where the core content of delivery is set via self-paced material, available on the VLE. Students will be provided with an overview of the tasks and activates for that week, alongside supporting materials. The in-class sessions focus on synergising the learning from core content, adding and enhancing the resources to co-produce a blend that captures knowledge that is current and collaborative. Therefore, the module use workshops to facilitate learning and a set of prescribed asynchronous learning activities.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 6 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 0 |
| Asynchronous Class Activity | 12 |
| Independent Study | 158 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Academic Journals
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | G Scott |
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| External Examiner | TBC |
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| Accreditation Details | BPS |
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| Version Number | 1.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1 (60%): A report based on the students chosen topic area within the nature/nurture debate. |
| Assessment 2 (40%): An individually produced research project, focussing on the real-world application of the topic covered in the report. Students will present this as a recorded online presentation (e.g. Enhanced PowerPoint). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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