Empirically Founded Teaching in Psychology--An Example for the Combination of Evidence-Based Teaching and the Scholarship of Teaching and Learning

Autor/inn/en	Boser, Julia; Scherer, Sonja; Kuchta, Kathrin; Wenzel, S. Franziska C.; Horz, Holger
Titel	Empirically Founded Teaching in Psychology--An Example for the Combination of Evidence-Based Teaching and the Scholarship of Teaching and Learning
Quelle	In: Psychology Learning and Teaching, 16 (2017) 2, S.261-275 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
Schlagwörter	Foreign Countries; Undergraduate Students; Psychology; Evidence Based Practice; Teaching Methods; Scholarship; Instruction; Learning; Instructional Innovation; Feedback (Response); Student Evaluation; Testing; Outcomes of Education; Prior Learning; Pretests Posttests; Student Attitudes; Self Evaluation (Individuals); Course Evaluation; Units of Study; Online Surveys; Qualitative Research; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Educational Innovation; Bildungsinnovation; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Lernleistung; Schulerfolg; Vorkenntnisse; Schülerverhalten; Lerneinheit; Qualitative Forschung; Statistische Analyse; Deutschland
Abstract	To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching psychology and describes the implementation of an innovative module for first-year students in the undergraduate psychology program at Goethe University Frankfurt, Germany, as an example. A detailed description of the teaching formats is provided with a focus on evidence-based teaching techniques, which were implemented in the first semester of the module, specifically feedback, testing effects, and spaced learning. Furthermore, evaluation data concerning the students' perceptions and objective assessments are presented as an example of the Scholarship of Teaching and Learning. For example, students significantly acquired knowledge during web-based training, but the learning outcomes are independent of their pretest knowledge, suggesting that this teaching format may contribute to the reduction of heterogeneity among first-year students. Possible implications for future modifications of the module are discussed and general recommendations are offered to teachers of psychology regarding the implementation of a combination of evidence-based teaching and the Scholarship of Teaching and Learning to promote empirically founded teaching. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01