CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Teaching Modules Boost Scientific Reasoning Skills in Small and Large Lecture Introductory Psychology Classrooms
Tác giả
Becker-Blease K.; Stevens C.; Witkow M.R.; Almuaybid A.
Năm xuất bản
2021
Source title
Scholarship of Teaching and Learning in Psychology
Số trích dẫn
3
DOI
10.1037/stl0000173
Liên kết
Tóm tắt
In prior work, Courtney Stevens and Melissa R. Witkow (2014) and Courtney Stevens, Melissa R. Witkow, and Brenna Smelt (2016) showed that teaching modules designed to improve scientific reasoning are effective in community and small liberal arts colleges. These modules were specifically designed to teach research design and data-based reasoning skills assessed on the psychology portion of the Medical College Admissions Test. Here, we extend that work to small and large lecture introductory psychology courses at a large public university, which required developing instructor manuals with support for graduate teaching assistants, materials to reinforce concepts and support student engagement in large lecture halls where whole classroom discussion was infeasible, and exam questions to motivate student effort. The resulting 8 modules each required 30–40 min of class time. Instructors who were uninvolved in the development of materials each delivered 4 modules in each section (a quarter-length course representing half of the introductory psychology content). Using the same preand posttest measures of scientific reasoning as in prior research, in both small (50-seat) and large (100- to 400-seat) sections, 1,468 students in 11 sections (4 treatment and 7 control) showed greater gains in scientific reasoning in treatment conditions compared to control classrooms, where no modules were used. These results provide further evidence that high-level scientific reasoning skills can be taught in a variety of introductory psychology classes. © 2019. American Psychological Association
Từ khóa
Critical thinking; Introductory psychology; Medical education; Scientific reasoning
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Nơi xuất bản
American Psychological Association
Hình thức xuất bản
Article
Open Access
All Open Access; Bronze Open Access
Nguồn
Scopus