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ERIC Number: EJ1119187
Record Type: Journal
Publication Date: 2016-Nov
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1475-7257
The Socratic Method: Empirical Assessment of a Psychology Capstone Course
Burns, Lawrence R.; Stephenson, Paul L.; Bellamy, Katy
Psychology Learning and Teaching, v15 n3 p370-383 Nov 2016
Although students make some epistemological progress during college, most graduate without developing meaning-making strategies that reflect an understanding that knowledge is socially constructed. Using a pre-test-post-test design and a within-subjects 2 × 2 mixed-design ANOVA, this study reports on empirical findings which support the Socratic method of teaching as effective in challenging and changing psychology capstone students' levels of epistemological maturity as measured by the Learning Environment Preferences survey and Perry's model of intellectual maturity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Environment Inventory
Grant or Contract Numbers: N/A