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| Teaching of Psychology | 4 |
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Peer reviewedDeVoge, Susan; Varble, Duane L. – Teaching of Psychology, 1976
Explores the merits of using a combined cognitive and experiential approach to the teaching of psychology. Findings indicate that expanding a traditional course to include vivid personal experiences integrated with cognitive growth is an effective modification and enhances concept learning. (Author/DB)
Descriptors: Class Activities, Concept Teaching, Course Descriptions, Course Evaluation
Peer reviewedStrube, Michael J. – Teaching of Psychology, 1991
Presents 2 lists of 10 rules each summarizing considerations for effective and ineffective teaching. Recommends lists of rules as manageable amounts of information that provide retrieval cues for the information on which the lists are based. Suggests that the generation of lists can be an educational exercise. (DK)
Descriptors: Course Objectives, Evaluative Thinking, Higher Education, Instructional Effectiveness
Peer reviewedGray, Peter – Teaching of Psychology, 1993
Describes a college-level psychology course in which students learn how to think about the ideas of psychology instead of memorizing psychological information. Suggests modeling of thought in lectures and other classroom activities. Recommends strategies for class discussions and student evaluation. (CFR)
Descriptors: Class Activities, Course Descriptions, Course Objectives, Critical Thinking
Peer reviewedCatanzaro, Diane – Teaching of Psychology, 1997
Describes how the job characteristics model (J. R. Hackman), used by industrial-organizational psychologists to enhance the motivating potential of jobs in industry, can be applied to increase student motivation. The job characteristics model describes the relationship between the core characteristics of skill variety, task identity, task…
Descriptors: Course Content, Course Objectives, Education Work Relationship, Higher Education
