| Effective Term: | 2027/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Thinking, Learning and Human Behaviour |
| Unit ID: | PSYCB1004 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 090701 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the ways in which knowledge about human behaviour is developed, evaluated, and communicated across psychological, cultural, and social contexts. Students examine scientific approaches to understanding behaviour alongside other ways of knowing, including cultural perspectives and Aboriginal and Torres Strait Islander knowledges, and consider how assumptions, values, and context shape understandings of people and behaviour. Through engagement with critical thinking and psychological science, students develop foundational skills in evaluating evidence, locating and assessing information from academic and digital sources, constructing evidence-based arguments, and communicating ideas using appropriate academic conventions. Students explore how evidence-based reasoning can be applied to understanding both human behaviour and learning, while developing information literacy and reflecting on how culture, experience, assumptions, and context influence learning and understandings of behaviour. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| Skills: |
| Application of knowledge and skills: |
| Other outcomes: |
| O1. | Explain how knowledge about human behaviour is developed, evaluated, and communicated using psychological science, critical thinking, and diverse ways of knowing, including Aboriginal and Torres Strait Islander perspectives. |
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| O2. | Apply psychological science-based reasoning to evaluate information, claims, and perspectives related to human behaviour and learning. |
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| O3. | Locate, evaluate, and communicate information from academic and other relevant sources, distinguishing between evidence-based and non-evidence-based claims using appropriate academic conventions and responsible information practices. |
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| O4. | Reflect on how information consumption, culture, assumptions, biases, experiences, and context influence the learning and understanding of human behaviour. |
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| Unit Content: |
This unit is designed to enable students to develop foundational skills in critical thinking, evidence-based reasoning, information literacy, and academic communication within the context of psychology. Topics may include: - Ways of knowing in psychology, including the influence of culture on understandings of human behaviour.
- First Nations Australian perspectives and ways of knowing.
- Psychological science and the evaluation of evidence.
- Information consumption, misinformation and disinformation.
- Cognitive biases and their influence on judgement.
- Evidence-based approaches to learning.
- Academic communication
- Applying psychological thinking to contemporary issues.
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
1, 2, 4 |
Assessment of knowledge and skills developed throughout the unit, including understanding, interpretation, evaluation, and application of psychological concepts and evidence. |
Invigilated Test/s |
25 - 35% |
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| 2. |
1, 2, 3, 4 |
Critically evaluate and revise information about human behaviour using psychological evidence and responsible information practices. |
Evidence Evaluation Task |
40 - 50% |
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| 3. |
1, 2, 4 |
Communicate and reflect on how knowledge, learning, culture, and information influence understandings of human behaviour using concepts from the unit. |
Verbal Task |
15-25% |
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