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ERIC Number: EJ1049718
Record Type: Journal
Publication Date: 2015-Jan
Pages: 6
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0098-6283
Topical versus Chronological Organization of Lifespan Development: Does It Make a Difference in Student Retention and Understanding?
Spangler, Brooke R.; Kiel, Elizabeth J.
Teaching of Psychology, v42 n1 p73-78 Jan 2015
This study aimed to determine whether taking a chronological approach (CA) or topical approach (TA) to teaching developmental psychology resulted in different learning outcomes. Across two semesters, in four classes, 354 students participated (M[subscript age] = 19.76, SD[subscript age] = 2.93 years), 66% identifying as female. One instructor taught one course type across the two semesters. Identical information about Piaget's theory was presented in each condition. Around 5 weeks after instruction, concept checks were administered to measure understanding. Exam performance was also compared across courses, as were instructor evaluations. The data suggest that CA-instructed students may be better able to comprehend more difficult concepts. This is informative for instructors with the option of presenting information in contrasting ways and may inform textbook choices.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A