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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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Giving Brings Its Own Rewards
As children, we are often told by our parents that it is better to give than to receive; that we will get more enjoyment, fulfillment, and happiness from giving to others than from taking for ourselves. It turns out our parents were on the right track. In a recent article published in the journal Current Directions in Psychological Science, Elizabeth W. Dunn (University of British Columbia), Lara B. Aknin (Simon Fraser University), and Michael I. Norton (Harvard Business School) reviewed research suggesting that when it comes to money, spending it on others really pays off.
