Questioning the Conventional Wisdom and Critiquing Unconventional Perspectives in Abnormal Psychology: A Written Exercise

1992 ◽  
Vol 19 (4) ◽  
pp. 230-232 ◽  
Author(s):  
Dana D. Anderson
Keyword(s):  
Critical Thinking ◽  
Historical Perspective ◽  
Conventional Wisdom ◽  
Controversial Issues ◽  
Abnormal Psychology ◽  
Approach To Learning ◽  
Active Approach ◽  
Term Paper ◽  
Psychology Course

This article describes a teaching exercise used in an undergraduate abnormal psychology course to strengthen students' critical-thinking abilities. Students complete a term paper critiquing a book that is itself a critique of the conventional wisdom in the field. Several books representing a variety of unconventional perspectives are available. The exercise aims at increasing students' historical perspective on the field and at confronting them with controversial issues. It also requires students to engage in an active dialogue with their instructor about an issue raised by the book. This dialogue culminates in the students defining a clear personal position on that issue. The exercise is consistent with an active approach to learning.

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre
Keyword(s):  
Mental Illness ◽  
Undergraduate Students ◽  
Psychological Disorders ◽  
Mental Illness Stigma ◽  
Assessment Practices ◽  
Abnormal Psychology ◽  
Assessment Approach ◽  
Psychology Courses ◽  
Psychology Course ◽  
The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

Describing the Development of a Developmental Psychologist: An Alternative Term Paper Assignment

1989 ◽  
Vol 16 (1) ◽  
pp. 18-20 ◽  
Author(s):  
Kathleen M. Galotti
Keyword(s):  
Critical Thinking ◽  
Developmental Psychology ◽  
Academic Career ◽  
Student Reaction ◽  
Research Areas ◽  
Primary Literature ◽  
Term Paper

Each student taking a sophomore/junior level course in developmental psychology is asked to choose a different developmental psychologist and to read as much of that person's published work as is feasible. Students are encouraged to select articles that range over different research areas and different years of publications. They then write a paper describing the target psychologist's work, focusing on the question, “How has this person's work developed?” The assignment in intended to address a number of goals, including the following: (a) to acquaint students with primary literature in developmental psychology, (b) to provoke critical thinking about the concept of development, and (c) to recognize that the progress of an academic career is seldom linear or preordained. Student reaction and implementation suggestions me discussed.

Encouraging Responsibility, Active Participation, and Critical Thinking in General Psychology Students

1986 ◽  
Vol 13 (4) ◽  
pp. 217-218 ◽  
Author(s):  
Norman B. L. Ferguson
Keyword(s):  
Critical Thinking ◽  
Course Evaluation ◽  
Active Participation ◽  
Teaching Methodology ◽  
Student Responses ◽  
Student Responsibility ◽  
Class Meetings ◽  
Degree Of Satisfaction ◽  
Psychology Course ◽  
High Degree

Changes in the teaching methodology of an undergraduate psychology course are described. The goals were to increase student responsibility for and participation in the course and to promote critical thinking systematically. Responsibility was increased by having students write their own essay questions for exams. Active participation during class meetings was encouraged by using the technique of Socratic dialogue. Critical thinking was promoted by utilizing Bloom's taxonomy. Student responses on course evaluation forms indicated a high degree of satisfaction with these methods.

scholarly journals Proposal to Structure Social Studies Course According to Toulmin’s Argumentation Model

2021 ◽  
Vol 10 (4) ◽  
pp. 118
Author(s):  
İrem Namli Altintaş ◽  
Meltem Çengel Schoville
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Controversial Issues ◽  
Educational Backgrounds ◽  
Teaching Content ◽  
Evaluation Models ◽  
Global Problems ◽  
Role Of Teachers ◽  
Scientific Framework

Argumentation Method, which is based on data, claims, justifications, is used in education when it comes to scientific and controversial issues. The purpose of this research, is to demonstrate how argumentation method can be used in social studies courses and to guide social studies pedagogy. Examples of activities related to how argumentation can be used in social studies courses, and suggestions about the role of teachers in the teaching process are presented throughout the research. The research emphasizes forms of argumentation based on reason, particularly the analysis of cause and effect in the analysis of human actions. Using this socio-scientific framework as the basis for social studies classroom instruction allows for meaningful in-class discussions concerning individual and global problems. In this context, argumentation can be used in teaching Content-Based Critical Thinking. In evaluating the use of the argumentation model in social studies courses, this analysis examines three interrelated variables: goals, educational backgrounds and evaluation models.

scholarly journals Problem Based Learning for Mathematics Critical Thinking Skills

2018 ◽  
Author(s):  
Nur Rohmatul Aini ◽  
Syafrimen Syafril ◽  
Netriwati Netriwati ◽  
Agus Pahrudin ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Single Case ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issues ◽  
Case Study Design ◽  
Single Side ◽  
Active Debate

This article aims to find out how to develop student’s critical thinking skills through Problem Based Learning. Single-case single-side case study design is using for method this study, involve one lecture. Data were collected through observation, interviews, and analyze document. The resultz were obtained, showing that the development of mathematics critical thinking skills was carried out using the problem based learning of two component: (i) controversial issues, and (ii) active debate. Temuan penelitian ini menunjukkan bahwa problem based learning dapat dijadikan sebagai salah satu alternative untuk mengembangkan kemampuan berfikir kritis matematis mahasiswa.

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