scholarly journals Monitoria na disciplina técnica de avaliação psicológica ii do curso de psicologia: relato de experiência / Monitoring in the technical discipline of psychological evaluation ii of the psychology course: experience report

2021 ◽  
Vol 7 (4) ◽  
pp. 38309-38318
Author(s):  
Luciano Barbosa De Queiroz ◽  
Elcimar do Amaral Bosco ◽  
Geyssy Yorrana Canedo ◽  
Sandra de Fátima Barboza Ferreira ◽  
Ariane Cristina Ramello De Carvalho ◽  
...  
Keyword(s):  
Psychological Evaluation ◽  
Experience Report ◽  
Technical Discipline ◽  
Course Experience ◽  
Psychology Course

scholarly journals Relato de experiência acerca das vivências na prática da disciplina de avaliação psicológica / Experience report about experiences in the practice of the psychological evaluation discipline

2020 ◽  
Vol 12 (1) ◽  
pp. 164-172
Author(s):  
Livia Gomes Viana-Meireles ◽  
Deborah Alves Sousa ◽  
Marise Brito do Rego ◽  
Thalita Pachêco Cornéli
Keyword(s):  
Psychological Evaluation ◽  
Experience Report

A avaliação psicológica é função exclusiva do psicólogo e é uma ação fundamental para estruturar sua prática, sendo o ensino da avaliação fundamental na graduação de Psicologia. O objetivo deste artigo é apresentar um relato de experiência sobre a prática de atividade de avaliação psicológica realizada na disciplina de Técnicas de Exames Psicológicos (TEP) em um curso de graduação de Psicologia. Para relatar essa experiência será descrito todos os passos das atividades realizadas pelos alunos da disciplina com intuito de vivenciarem o processo de avaliação psicológica ainda na graduação. Todas as etapas foram realizadas no espaço do Serviço Escola de Psicologia da Instituição de Ensino Superior em que as disciplinas foram ministradas. Como resultado dessa experiência notou-se um maior comprometimento dos alunos e melhor compreensão do processo de avaliação psicológica, que não se restringe ao ensino do uso de testes. Conclui-se que a atividade favoreceu o aprendizado da avaliação psicológica como um processo amplo, possibilitando contextualizar a sua prática de forma ética e cuidadosa.

Introductory Psychology from the Standpoint of the Consumer

1989 ◽  
Vol 16 (2) ◽  
pp. 72-74 ◽  
Author(s):  
Mary Lou Zanich ◽  
David E. Grover
Keyword(s):  
Interpersonal Relationships ◽  
Introductory Psychology ◽  
Course Content ◽  
Hard Science ◽  
Before And After ◽  
Course Experience ◽  
Similar Survey ◽  
Individual Needs ◽  
Psychology Course ◽  
Interest Levels

Psychology and other majors were surveyed before and after completing an introductory psychology course to determine their interest in topics traditionally covered in such a course. No substantial difference between the two groups was observed. In addition, interest levels did not change significantly as a result of the course experience. Students were most interested in topics relating to their immediate individual needs (e.g., interpersonal relationships) and least interested in the “hard science” aspects of psychology. Results are compared to a similar survey taken 50 years ago. Implications for course content and organization are discussed.

Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course

2021 ◽  
pp. 22-41
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Educational Psychology ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
Course Experience ◽  
Psychology Course ◽  
Pedagogical Approaches

This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.

scholarly journals A Relevância do componente curricular cuidado ao Idoso no Curso de Graduação em Enfermagem: Relato de Experiência / The Relevance of the Care for the Elderly Curriculum Component in the Nursing Undergraduate Course: Experience Report

2020 ◽  
Vol 3 (4) ◽  
pp. 10419-10423
Author(s):  
Heloany Natércia Santos Galvão Monteiro ◽  
Tamires de Nazaré Soares ◽  
Daniele Andrade da Silva ◽  
Joas Gomes Aguiar Nojosa ◽  
Rayane de Nazaré Ribeiro Silva
Keyword(s):  
The Elderly ◽  
Experience Report ◽  
Care For The Elderly ◽  
Course Experience

Meaningful Gamification in an Industrial/Organizational Psychology Course

2016 ◽  
Vol 44 (1) ◽  
pp. 38-45 ◽  
Author(s):  
Jessica A. Stansbury ◽  
David R. Earnest
Keyword(s):  
Student Perceptions ◽  
Game Design ◽  
Organizational Psychology ◽  
Analysis Of Covariance ◽  
Future Research ◽  
Traditional Course ◽  
Industrial Organizational Psychology ◽  
Course Experience ◽  
Design Characteristics ◽  
Psychology Course

Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Mapping the World of Psychology Course by Course

PsycCRITIQUES ◽  
2012 ◽  
Vol 57 (32) ◽  
Author(s):  
Gloria Grenwald
Keyword(s):  
The World ◽  
Psychology Course
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