Literaturnachweis - Detailanzeige
| Autor/inn/en | Nelson, W. M., III; Stukenberg, Karl W.; Laffoon, Anthony T. |
|---|---|
| Titel | Making It Applicable: Using Introspective Essays in Abnormal Psychology Classes |
| Quelle | In: College Student Journal, 48 (2014) 4, S.689-696 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0146-3934 |
| Schlagwörter | Undergraduate Students; Psychopathology; Student Attitudes; Satisfaction; Reflection; Essays; Teaching Methods; Writing Assignments; Self Evaluation (Individuals); Relevance (Education); Instructional Effectiveness; Questionnaires; Likert Scales; Factor Analysis; Scores; Educational Benefits |
| Abstract | In the quest for new and effective teaching methods, there is little doubt that activities and lessons which bring course material to students in an applied way that is relevant and pertinent to their lives and interests help to foster more effective learning and retention. A prominent pedagogical tool for this is the use of reflective writing. The present study evaluates student satisfaction with a reflective paper integrating the students' own experiences in an undergraduate abnormal psychology class. As part of their final grade for the class, students in seven different sections were assigned to write a self-analysis essay integrating concepts learned in class and exploring themselves as a person. This activity was designed to challenge students to engage with course material in an applied manner that, in many ways, is very personally relevant. Students then completed questionnaires rating the assignment and its perceived effectiveness. Overall results showed that students believed the assignment to be effective, helpful, and facilitative of their learning of key psychological concepts. (As Provided). |
| Anmerkungen | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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