The course brings up central theoretical perspectives on learning, cognitive and constructivistic perspectives, pragmatism, phenomenography and variation theory, socio-cultural perspectives and activity theory.
FLF3007 Theoretical Perspectives on Learning 7.5 credits
Information per course offering
Course offerings are missing for current or upcoming semesters.
Course syllabus as PDF
Please note: all information from the Course syllabus is available on this page in an accessible format.
Course syllabus FLF3007 (Spring 2019–)Headings with content from the Course syllabus FLF3007 (Spring 2019–) are denoted with an asterisk ( )
Content and learning outcomes
Course contents
Intended learning outcomes
The purpose of the course is to give the doctoral students an overview of the historical development of the dominating theoretical perspectives on learning, and knowledge of the fundamental features of these perspectives, in order to be able to discuss and reflect on their similarities and differences. The course also intends to give the doctoral students the possibility to relate their own thesis to these theories as well as the ability to discuss the consequences of the chosen perspective for the research.
Learning outcomes
On completion of the course, the doctoral student should be able to:
- Analyse and compare the fundamental features of theoretical perspectives on learning included in the course
- Reflect on and discuss the consequences of choice of perspectives on learning for research design, data collection and analysis
- Critically argue for and evaluate how the own thesis project (or a published thesis) relates to the chosen perspective on learning
Literature and preparations
Specific prerequisites
Admitted to third-cycle courses and study programmes, or qualified to apply for third-cycle courses and study programmes.
Literature
You can find information about course literature either in the course memo for the course offering or in the course room in Canvas.
Examination and completion
Grading scale
P, F
Examination
- INL1 - Written assignment, 7.5 credits, grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
If the course is discontinued, students may request to be examined during the following two academic years.
Other requirements for final grade
A written assignment and an oral presentation at a final seminar.
Examiner
Ethical approach
- All members of a group are responsible for the group's work.
- In any assessment, every student shall honestly disclose any help received and sources used.
- In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
Further information
Course room in Canvas
Registered students find further information about the implementation of the course in the course room in Canvas. A link to the course room can be found under the tab Studies in the Personal menu at the start of the course.
Offered by
Education cycle
Third cycle