Learning progressions in psychology within the curricula policy documents

    Research output: Contribution to conferenceAbstract


    Psychology is an extremely popular senior school subject in Victoria.
    More Victorian schools are offering psychology in the younger years
    than ever before, usually within science curricula or as an optional
    study, despite psychology not being explicitly mentioned in the VELS
    (and AusVELS) curriculum. As students enter VCE Psychology in future
    years, ‘where will the prior learning of psychology come from within
    the new AusVELS curriculum policy document?’ While acknowledging that
    a curriculum policy document is only a starting point and can never
    capture the totality of a student’s experience, and that hypothetical
    learning progressions must be grounded on research into student
    learning, a central question asked here is ‘what does progression
    towards a psychologically literate citizen look like within the
    Victorian curricula policy documents’? This seemingly simple question
    was in reality an incredibly complex and problematic one to answer. In
    the end, a systems approach was taken, one that interweaves the
    progression of psychological big ideas with the scientific practices,
    to engage students towards a greater understanding of psychology as a
    way of knowing, doing and thinking.
    Original languageEnglish
    Number of pages1
    Publication statusPublished - 2012
    EventAustralasian Science Education Research Association Conference 2012 - Sippy Downs, Australia
    Duration: 27 Jun 201230 Jun 2012
    Conference number: 43rd


    ConferenceAustralasian Science Education Research Association Conference 2012
    Abbreviated titleASERA 2012
    CitySippy Downs


    • psychology curriculum
    • progression of learning

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