ERIC Number: EJ951951
Record Type: Journal
Publication Date: 2011-Apr
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: N/A
Promoting Higher Level Thinking in Psychology: Is Active Learning the Answer?
Richmond, Aaron S.; Hagan, Lisa Kindelberger
Teaching of Psychology, v38 n2 p102-105 Apr 2011
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". Results indicated an interaction effect where higher level thinking was significantly higher in active learning than in direct instruction. In contrast, lower level thinking was not influenced by instructional method. Based on these results, if psychology professors are interested in promoting higher level learning, active learning instruction may be a valuable tool. (Contains 2 notes, 2 tables, and 1 figure.)
Descriptors: Direct Instruction, Educational Objectives, Active Learning, Psychology, Methods, Investigations, Teaching Methods, Undergraduate Students, Thinking Skills, Data Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A