Using Debriefing as a Tool to Enhance the Educational Value of Undergraduate Research Participation

IF 0.7 4区心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching of Psychology Pub Date : 2023-11-07 DOI:10.1177/00986283231211535

Maureen K. Flynn, Michael J. Bordieri

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引用次数: 0

Abstract

Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.

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以汇报为工具提升大学生科研参与的教育价值

背景如何提高大学生科研参与的教育价值，目前的研究还比较有限。当前研究的目的是检查延长汇报和激励对实际学习和研究参与的看法的影响。方法从心理学导论课程的本科生中抽取3名样本。共有943名学生通过完成一系列在线评估参与了这三项研究。结果本系列研究的结果表明，延长的视频汇报，特别是当与激励参加汇报内容的指示相结合时，可能是提高大学生参与研究的教育价值的有效工具。结论长时间的汇报和激励可以促进大学生参与研究的学习。教学启示心理学系可以考虑使用扩展的汇报和激励措施来加强学习，并通过测验来评估与研究参与相关的学习成果。

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来源期刊

Teaching of Psychology Multiple-

CiteScore

2.40

自引率

22.20%

发文量

期刊介绍： Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.