scholarly journals Experiential learning in higher education. A student-centered teaching method that improves perceived learning.

2020 ◽  
Vol 17 (5) ◽  
pp. 121-135
Author(s):  
Verónica Villarroel ◽  
◽  
Mariavictoria Benavente ◽  
María Josefina Chuecas ◽  
Daniela Bruna ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Developmental Psychology ◽  
Teaching Method ◽  
Psychology Students ◽  
Student Centered ◽  
Pedagogical Tool ◽  
Healthy Development ◽  
Second Year ◽  
Psychology Course ◽  
Do So

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

Experiential-Learning Activities in Undergraduate Developmental Psychology

1995 ◽  
Vol 22 (2) ◽  
pp. 115-118 ◽  
Author(s):  
Andrea D. Clements
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Developmental Psychology ◽  
Learning Activities ◽  
Student Responses ◽  
Follow Up Study ◽  
Real World Application ◽  
The Subject ◽  
Psychology Course

In two studies, I examined student responses to an increased emphasis on exiperiential actvites in a required underaduate developmental psychology course. For four experiential sections (n = 143), each class topic was related to a specific, real-world application. Four other sections (n = 187) were taught primarily by lecture, with one out-of-class observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and consideration of the instructor significantly more positively than did the lecture sections. Students in the two types of sections did not differ significantly in achievement. A follow-up study identified the origin of change in attitudes toward the course.

scholarly journals Biotechnology labs reinvented through experiential learning: Enhancing student outcomes through the “flipped lab”

2015 ◽  
Author(s):  
Fei Geng ◽  
Faiez Alani
Keyword(s):  
Experiential Learning ◽  
Teaching Method ◽  
Real Life ◽  
Active Role ◽  
Theory And Practice ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Conventional Teaching ◽  
Experimental Implementation ◽  
One Year

This research study involves the use of experiential learning in biotechnology labs to increase student initiative, creativity and problem-solving skills through a “flipped lab” design. A key element for success in undergraduate biotechnology courses is the integration of theory and practice. Biotechnology labs thus require a new synergy of knowledge and experimental implementation. The conventional lab teaching is solely guided by the cookbook–lab manual. Although it is important in science for students to learn how to follow directions, offering only cookbook labs limits students' access to exploration. Since the ultimate goal is to allow students to think and behave like engineers, rather than to solely learn or replicate what other engineers have already done, the apparent disadvantage of this conventional teaching method is that it leaves little room for student initiative, creativity and critical problem solving.Biotechnology lab teaching can therefore be greatly enhanced by the application of experiential learning activities. Since experiential learning adapts a student-centered model of education and integrates themes with real-life applicability, biotechnology lab teaching will be more effective if students can play a more active role in lab design and procedures. This paper describes the design of a novel biotechnology lab teaching method: the “flipped lab”. A one-year assessment study has been conducted to analyze the effects of the “flipped lab” teaching method on learning outcomes as compared to the conventional model. It quantitatively examines whether the new lab design, with its emphasis on biotechnology-specific technical experience, enhanced students’ design lab activities and students’ achievement of skills. The results show moderate to significant improvement in all but one of the assessed skills, indicating that the new “flipped lab” design has been largely successful in achieving its goals.

Bringing Social Justice into the Statistics Classroom

2020 ◽  
pp. 009862832097987
Author(s):  
Tamera Garlington ◽  
Valerie M. Ryan ◽  
Catherine Nolty ◽  
Hannah Ilagan ◽  
Zachary J. Kunicki
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Developmental Psychology ◽  
Statistical Tests ◽  
American Psychological Association ◽  
Psychology Students ◽  
Future Research ◽  
American Psychological ◽  
Pedagogical Tools ◽  
Student's Attitudes

Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student’s attitudes toward a social justice lecture in a statistics classroom ( N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.

INFANT FEEDING PRACTICES IN ISRAEL

PEDIATRICS ◽  
1960 ◽  
Vol 26 (2) ◽  
pp. 321-330
Author(s):  
Jenny Thaustein ◽  
Haim Shalom Halevi ◽  
George Mundel
Keyword(s):  
Breast Feeding ◽  
Complementary Feeding ◽  
Complementary Food ◽  
Healthy Development ◽  
Quantitative Measurements ◽  
Short Period ◽  
Second Year ◽  
Breast Fed ◽  
Made In ◽  
The Way

Almost 100% of mothers in Israel, irrespective of their cultural background, start breast feeding their infants. This is in accordance with the accepted policy of the medical and nursing professions in Israel. Complete breast feeding is continued only for a relatively short period. At the end of the second month of life, half the infants already receive complementary food, and only 5% are exclusively breast-fed during their fifth month. Partial breast feeding is continued in 50% of the infants until the ninth month, and for a small fraction of the sample (mainly Sepharadim and Arabs) this continues until the middle of the second year of life. The complementary food contains all the essential nutrients for the healthy development of infants, although no quantitative measurements were made in this study. The intakes of protein supplement and vitamins A and D lag behind the recommended schedules, especially among the groups of oriental origin. There are no striking differences in the pattern of feeding and weaning in the various groups. Apparently the different patterns of feeding "imported" by immigrants from the various countries rapidly become integrated in Israel; there is an impression that a national pattern is evolving. The guidance given by the preventive services for mothers is particularly instrumental in this direction. This guidance is especially evident in the way complementary feeding is introduced and in the way the decision on weaning is made.

Developmental Psychology Course Construction in the New Media Environment

2021 ◽  
Vol 3 (3) ◽  
pp. 488-493
Author(s):  
Yuan Huan ◽  
Xing Jia ◽  
Jin Xiaoyue ◽  
Yang Cuirong
Keyword(s):  
New Media ◽  
Developmental Psychology ◽  
Media Environment ◽  
Psychology Course

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Student-Centered Online Teaching Practices in Theoretical Mechanics

2021 ◽  
Vol 11 (2) ◽  
pp. 233
Author(s):  
Haibin Sun ◽  
Tingting Liu
Keyword(s):  
Moral Education ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Independent Learning ◽  
Learning Ability ◽  
Student Centered ◽  
Effective Strategies ◽  
Theoretical Mechanics

The COVID-19 pandemic has had a serious impact on education at all levels and types, and the education system, including colleges and universities, has been forced to respond by a sudden shift to online teaching. Successful online teaching requires careful thinking, planning, and technical and human support from teachers. Based on the reflection on the offline classroom teaching of theoretical mechanics for many years and the online teaching practice of first half of 2020, the author summarizes effective strategies for implementing online teaching of theoretical mechanics. We prepared the theoretical mechanical lessons through a “student-centered” approach, such as preparing teaching materials, students and teaching methods. These teaching strategies include (i) Adopting live-stream teaching as the main teaching method, (ii) Applying electronic blackboard to online deductions, (iii) Linking theory to practice for better understanding of knowledge, (iv) Integrating curriculum content in ideological and moral education, (v) Conducting formative assessment to supervise and motivate online learning. The implementation of these online teaching strategies has effectively promoted the development of students' independent learning ability.

A Program to Improve Student Engagement at Research-Focused Universities

2018 ◽  
Vol 45 (2) ◽  
pp. 172-178 ◽  
Author(s):  
Ashley V. Whillans ◽  
Sally E. Hope ◽  
Lauren J. Wylie ◽  
Bob Zhao ◽  
Michael J. Souza
Keyword(s):  
Student Engagement ◽  
Psychology Students ◽  
Skill Learning ◽  
Diverse Group ◽  
Student Life ◽  
Wait List ◽  
Second Year ◽  
Large Research

Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year psychology students to participate in the program or to a wait-list. As compared to students who were randomly assigned to the wait-list, students who participated in the program attended more extracurricular events during the year, had higher grades, and reported greater feelings of engagement and enhanced skill learning. These data provide initial evidence that a peer-led program of student events can improve student life for psychology students attending large research-focused institutions.

Youth Social Entrepreneurship as Youth Development for All Youth

Making Change ◽  
2019 ◽  
pp. 37-48
Author(s):  
Tina P. Kruse
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Social Entrepreneurship ◽  
Developmental Psychology ◽  
Primary Source ◽  
Development Theory ◽  
Social Emotional ◽  
Relational Development ◽  
Healthy Development ◽  
Adolescent Brain Development

This chapter reviews the universal elements of positive youth development; that is, explicating the basic foundations of healthy development that are important for all youth, regardless of context or background. Developmental psychology serves as a primary source for the perspectives presented here. Among the key components of this discussion are the principles of the field, a review of relational development theory, and an overview of adolescent brain development. Specific frameworks are included, such as the Five C’s of youth development, social-emotional learning (SEL), and youth interests (sparks). While all of these components are influenced by the broader contexts and environments of the youth, the set of ideas included in this chapter applies to a somewhat decontextualized form of youth development theory as applied to the promise of youth social entrepreneurship.

Sign in / Sign up

Export Citation Format

Share Document