Literaturnachweis - Detailanzeige
| Autor/inn/en | Richmond, Aaron S.; Hagan, Lisa Kindelberger |
|---|---|
| Titel | Promoting Higher Level Thinking in Psychology: Is Active Learning the Answer? |
| Quelle | In: Teaching of Psychology, 38 (2011) 2, S.102-105 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| Schlagwörter | Direct Instruction; Educational Objectives; Active Learning; Psychology; Methods; Investigations; Teaching Methods; Undergraduate Students; Thinking Skills; Data Analysis |
| Abstract | The goal of this study was to investigate which common instructional methods (active vs. direct) best promote higher level thinking in a psychology course. Over a 5-week period, 71 undergraduates were taught psychology using both active learning and direct instruction. Pre- and post-course assessments were coded as either higher or lower level questions based on Krathwohl's updated "Taxonomy of Educational Objectives". Results indicated an interaction effect where higher level thinking was significantly higher in active learning than in direct instruction. In contrast, lower level thinking was not influenced by instructional method. Based on these results, if psychology professors are interested in promoting higher level learning, active learning instruction may be a valuable tool. (Contains 2 notes, 2 tables, and 1 figure.) (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 | 2017/4/10 |
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