An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes

Autor/inn/en	LaCosse, Jennifer; Ainsworth, Sarah E.; Shepherd, Melissa A.; Ent, Michael; Klein, Kelly M.; Holland-Carter, Lauren A.; Moss, Justin H.; Licht, Mark; Licht, Barbara
Titel	An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes
Quelle	In: Teaching of Psychology, 44 (2017) 2, S.117-123 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628317692614
Schlagwörter	Active Learning; Research Methodology; Large Group Instruction; Instructional Effectiveness; Web Based Instruction; Online Courses; Introductory Courses; Psychology; Student Research; Research Projects; Undergraduate Students; Science Process Skills; Assignments; Hypothesis Testing; Visual Aids; Student Improvement; Intervention; Comparative Analysis; Multiple Choice Tests + Suchen Sie Ihr Suchwort? Aktives Lernen; Research method; Forschungsmethode; Unterrichtserfolg; Web Based Training; Online course; Online-Kurs; Einführungskurs; Psychologie; Studentenforschung; Forschungsvorhaben; Assignment; Auftrag; Zuweisung; Hypothesenprüfung; Hypothesentest; Anschauungsmaterial; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	The current investigation tested the effectiveness of an online student research project designed to supplement traditional methods (e.g., lectures, discussions, and assigned readings) of teaching research methods in a large-enrollment Introduction to Psychology course. Over the course of the semester, students completed seven assignments, each representing a stage of the research process. Students formed hypotheses, tested their hypotheses using data from the class, interpreted their results, generated future directions, created PowerPoint slides summarizing their projects, and presented their results in a poster session. We found support for the hypothesis that the research methods intervention would lead to better performance on a research methods quiz compared to students in a nonintervention section taught by the same instructor. This intervention demonstrated that it is feasible to use project-oriented active-learning techniques to foster understanding of research methods in large classes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01