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EPP-APS Effets Pédagogiques
Effets Pédagogiques à Court Terme et à Long Terme des Examens Portant sur le Programme Entier, ou Examens Cumulatifs Maya M. Khanna1[1], Amy S. Badura Brack[1], and Laura L. Finken[1] Abstract In two experiments, we examined the benefits of cumulative and noncumulative finals on students’ short- and long-term course material retention. In Experiment 1, we examined results from course content exams administered immediately after course finals. Course sections including cumulative finals had higher content exam scores than sections with noncumulative finals. In Experiment 2, current and former students completed online versions of content exams up to 18 months after course completion.
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EPP-APS Enseigner la Psychologie Clinique
Enseigner la Psychologie Clinique: Les Quatre Leçons Fondamentales que Tout le Monde Peut Maîtriser John C. Norcross[1] and Christie P. Karpiak Auteur à joindre pour la correspondance: John C. Norcross, Department of Psychology, University of Scranton, Scranton, PA 18510, USA Email: [email protected] Abstract As both a subject area and a potential career, clinical psychology fascinates undergraduates.
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EPP-APS Utiliser des activités
Utiliser des activités basées sur des affirmations pseudoscientifiques pour enseigner la pensée critique Aimee Adam[1] et Todd M. Manson[1] Teaching of Psychology 2014, Vol. 41(2) 130-134 ªThe Author(s) 2014 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0098628314530343 top.sagepub.com [1] School of Social Sciences, Indiana University Southeast, New Albany, IN, USA Auteur à joindre pour la correspondance : Aimee Adam, School of Social Sciences, Indiana University Southeast, 4201 Grant Abstract In two studies, we assessed the effectiveness of a classroom activity designed to increase students’ ability to think critically.
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EPP-APS Encourager l’utilisation
Encourager l’utilisation des fonctions cognitives supérieures en psychologie: l’apprentissage actif est-il la réponse? Aaron S. Richmond et Lisa Kindelberger Hagan[1] 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.
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EPP-APS Réussir et s’investir
Réussir et S’investir: l’Influence des équipes de gestion étudiantes sur les résultats et le devenir des élèves Jordan D. Troisi[1] Département de Psychologie, Widener University, Chester, PA, USA Pour la correspondance: Jordan D. Troisi, Department of Psychology, Widener University, 1 University Place, Chester, PA 19013, USA. Email: [email protected] Abstract The use of student management teams (SMTs) is a relatively new teaching technique designed to increase the quality of college courses and student performance and engagement within those courses. However, to date, little systematic, empirical research has validated the effectiveness of using SMTs.
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Just Feeling Like Part of a Team Increases Motivation on Challenging Tasks
New research finds that just the sense that we’re working together with others can dramatically increase our motivation to complete difficult tasks—even when we’re actually working alone. Across five experiments Stanford psychological scientists Priyanka B.
