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Coulton, Gary F. – Psychology Teaching Review, 2022
There is considerable evidence that 'active learning' strategies are more efficacious than traditional 'passive learning' methods (e.g. lecture). Presented here is a small group active learning project developed for undergraduate social psychology students. The activity involves carrying out and reporting the results of a structured demonstration…
Descriptors: Victims, Undergraduate Students, Social Psychology, Active Learning
Muse, Kate; Scurlock-Evans, Laura; Scott, Helen – Psychology Teaching Review, 2021
Research methods and statistics are cornerstones of undergraduate psychology degrees. However, many students find the subject uninteresting and anxiety provoking, while educators find it challenging to teach. This multi-method action research project explored how e-learning activities within a blended learning context affected students' experience…
Descriptors: Blended Learning, Electronic Learning, Undergraduate Students, Statistics Education
Walklet, Elaine; Davis, Sarah; Farrelly, Daniel; Muse, Kate – Psychology Teaching Review, 2016
Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience…
Descriptors: Learning Experience, Undergraduate Students, Psychology, Handheld Devices
Turner, Mark; Davila-Ross, Marina – Psychology Teaching Review, 2015
The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate…
Descriptors: Interviews, Research Projects, Psychological Studies, Verbal Communication
Morys-Carter, Wakefield L.; Paltoglou, Aspasia E.; Davies, Emma L. – Psychology Teaching Review, 2015
Statistics and Research Methods modules are often unpopular with psychology students; however, at Oxford Brookes University the seminar component of the second-year research methods module tends to get very positive feedback. Over half of the seminars work towards the submission of a research-based experimental lab report. This article introduces…
Descriptors: Psychology, Student Research, Research Methodology, Methods Courses
Wesson, Caroline J. – Psychology Teaching Review, 2013
Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work…
Descriptors: Social Psychology, Learning Modules, Feedback (Response), Formative Evaluation
Kennette, Lynne N.; Frank, Nichole M. – Psychology Teaching Review, 2013
The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to…
Descriptors: Peer Evaluation, Feedback (Response), Writing Instruction, Research Papers (Students)
Emerson, Anne; Williams, Gareth J. – Psychology Teaching Review, 2012
A series of tutorials was re-designed to further engage students in spiral learning and highlight development of transferable skills. The tutorials focused on self-directed and enquiry-based learning, both of which provided particular challenges to students and staff. The students were randomly allocated a media article related to psychology as a…
Descriptors: Feedback (Response), Peer Evaluation, Undergraduate Students, College Students
Entwistle, Noel – Psychology Teaching Review, 2012
In this article, the author shares his response to James Hartley's "Reflections on 50 years of teaching psychology". The author finds it very interesting to read James Hartley's reflections on the teaching of psychology and he thought it would be worth adding a rather different perspective, while agreeing with Hartley's main conclusions about the…
Descriptors: Learning Theories, Psychologists, Psychology, Teaching Methods
Jones, Tim – Psychology Teaching Review, 2012
In responding to Hartley (2011), this paper considers his concluding remarks as recommendations for the future of teaching undergraduate psychology and challenges the position that the teaching of psychology hasn't altered vastly during the last 50 years. In doing so, it is acknowledged that the content and delivery of higher education psychology…
Descriptors: Psychology, Teaching Methods, Undergraduate Students, Student Motivation
Phillips, Anna – Psychology Teaching Review, 2010
This study aimed to examine the concept of critical thinking, and implement and evaluate seminars to teach undergraduates critical appraisal skills. Participants were 140 undergraduate students on a Behavioural Medicine module. Four seminars were designed to teach and reinforce critical thinking with source material including research proposals…
Descriptors: Undergraduate Students, Seminars, Biological Sciences, Critical Thinking
Druggeri, Kai; Dempster, Martin; Hanna, Donncha; Cleary, Carol – Psychology Teaching Review, 2008
Within undergraduate psychology courses, students often have significant levels of anxiety and negative attitudes toward the statistical element. This has been attributed to poor interaction with teachers, fears about mathematical abilities, and simply being unaware of that portion of the course or its relevance to psychology. To address this, 196…
Descriptors: Foreign Countries, Undergraduate Study, Psychology, Curriculum