Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning

Autor/inn/en	Zelechoski, Amanda D.; Riggs Romaine, Christina L.; Wolbransky, Melinda
Titel	Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning
Quelle	In: Teaching of Psychology, 44 (2017) 3, S.222-231 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628317711316
Schlagwörter	Undergraduate Students; Experiential Learning; Learning Activities; Psychology; Legal Education (Professions); Teaching Methods; Instructional Effectiveness; Experimental Groups; Control Groups; Student Attitudes; Course Evaluation; Learning Motivation; Learner Engagement; Crime; Outcomes of Education; Legal Problems; Problem Solving; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Psychologie; Juristischer Beruf; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülerverhalten; Motivation for studies; Lernmotivation; Crimes; Delict; Delicts; Delikt; Lernleistung; Schulerfolg; Problemlösen; Qualitative Forschung; Statistische Analyse
Abstract	Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01