Psychology Learning and Teaching-PLAT最新文献

Applied Scenarios: Embedding Psychological Literacy in Assessment 应用情境:在评估中嵌入心理素养

Psychology Learning and Teaching-PLAT Pub Date : 2023-10-30 DOI: 10.1177/14757257231209178

Shiri Einav, Alexa Spence, Laura E. R. Blackie, Sarah Cassidy, Harriet A. Allen

{"title":"Applied Scenarios: Embedding Psychological Literacy in Assessment","authors":"Shiri Einav, Alexa Spence, Laura E. R. Blackie, Sarah Cassidy, Harriet A. Allen","doi":"10.1177/14757257231209178","DOIUrl":"https://doi.org/10.1177/14757257231209178","url":null,"abstract":"Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely learn it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation ( n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"71 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to: “Retrieval practice: Beneficial for all students or moderated by individual differences?” “检索练习:对所有学生有益还是受个体差异影响?”的更正。

Psychology Learning and Teaching-PLAT Pub Date : 2023-10-27 DOI: 10.1177/14757257231211147

引用次数: 0

Abstracts of recent articles published in Teaching of Psychology 《心理学教学》最近发表的文章摘要

Psychology Learning and Teaching-PLAT Pub Date : 2023-10-20 DOI: 10.1177/14757257231188936

引用次数: 0

Abstracts of recent articles published in Teaching of Psychology 《心理学教学》最近发表的文章摘要

Psychology Learning and Teaching-PLAT Pub Date : 2023-10-20 DOI: 10.1177/14757257231178920

引用次数: 0

Editorial PLAT 22(3) 2023 植物学报22(3)2023

Psychology Learning and Teaching-PLAT Pub Date : 2023-10-20 DOI: 10.1177/14757257231196211

Birgit Spinath, Zoe Maj Sander

引用次数: 0

Psychologically Literate by Design: Four Case Study Undergraduate Modules that Centre Psychological Literacy 设计心理素养:以心理素养为中心的四个本科模块案例研究

Psychology Learning and Teaching-PLAT Pub Date : 2023-09-24 DOI: 10.1177/14757257231201635

Richard Harris, Pam Birtill, Madeleine Pownall

{"title":"Psychologically Literate by Design: Four Case Study Undergraduate Modules that Centre Psychological Literacy","authors":"Richard Harris, Pam Birtill, Madeleine Pownall","doi":"10.1177/14757257231201635","DOIUrl":"https://doi.org/10.1177/14757257231201635","url":null,"abstract":"Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in ‘real world’ applied contexts (i.e. in student’s lives beyond university), which may be professional, personal, or societal. ‘Real world’ here refers to the application of psychological knowledge and skills to students’ personal, student-role, work, and community contexts. Psychological literacy is typically integrated into psychology programmes through classroom activities, extra-curricular activities, and opportunities outside of the core curriculum. However, for the goals of psychological literacy to be fully realised, it should be intentionally and thoughtfully embedded at the module and programme level. One way to achieve this is to develop and evaluate modules (i.e. standalone units or courses) that embed psychological literacy explicitly by design. In this paper, we provide overviews, brief evaluations, and reflections on four undergraduate modules within a UK Psychology (BSc) degree that integrate the principles of psychological literacy. These include a first-year compulsory module (‘Biological Approaches to Human and Non-Human Behaviour’), a second-year compulsory module (‘Neuroscience’) and two final-year elective optional modules (‘Face Perception’ and ‘Feminist Social Psychology’). We offer reflections on the process of designing these modules as educators who are interested in developing students’ psychological literacy and also provide student evaluations.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Simplification Is Not Indoctrination 简化不是灌输

Psychology Learning and Teaching-PLAT Pub Date : 2023-09-10 DOI: 10.1177/14757257231195352

Mario Gollwitzer, Johannes Prager, Marlene S. Altenmüller, Rizqy Amelia Zein

引用次数: 0

Rebuttal to Comments of Target Article: Introductory Psychology: Embracing the Complexities and Controversies 对目标文章评论的反驳:心理学导论:拥抱复杂性与争议

IF 2.2

Psychology Learning and Teaching-PLAT Pub Date : 2023-09-06 DOI: 10.1177/14757257231197352

Jared M. Bartels

引用次数: 0

Psychology as Science and as Propaganda 心理学既是科学又是宣传

IF 2.2

Psychology Learning and Teaching-PLAT Pub Date : 2023-08-30 DOI: 10.1177/14757257231195347

L. Jussim, Nathan Honeycutt

{"title":"Psychology as Science and as Propaganda","authors":"L. Jussim, Nathan Honeycutt","doi":"10.1177/14757257231195347","DOIUrl":"https://doi.org/10.1177/14757257231195347","url":null,"abstract":"The target article highlights research known to have promoted unjustified politicized claims. It also points out that, although researcher political biases might account for this, there are often alternative explanations. It then discusses areas of research in which those alternative explanations are unlikely, so that the best explanation is political bias. The target article is fundamentally correct. Nonetheless, we argue that political bias is a characteristic of the claims made in research articles rather than primarily a characteristic of scientists. Inasmuch as some claim is not wrong simply by virtue of supporting an ideological narrative, to detect politically biased research, we identify four questions to be answered. Test 0 is necessary but not sufficient to infer political bias. If Test 0 is passed, then at least one of Tests 1, 2, or 3 must also be passed. Test 0: Does the study vindicate some political narrative? Test 1: Did they misinterpret or misrepresent their results in ways that unjustifiably advance a particular politicized narrative? Test 2: Do the authors systematically ignore papers and studies inconsistent with their ideology-affirming conclusions? Test 3: Did they leap to ideology-affirming conclusions based on weak data? We close with recommendations for preventing politically biased conclusions.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"23 1","pages":"237 - 244"},"PeriodicalIF":2.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80921225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It is Not ‘Indoctrination’ That Leads to the Lack of Debate, But the Lack of Debate that Leads to Indoctrination – A Comment on ‘Indoctrination in Introduction to Psychology’ by Jared Bartels 不是“灌输”导致缺乏辩论，而是缺乏辩论导致灌输——评贾里德·巴特尔斯的《心理学导论中的灌输》

IF 2.2

Psychology Learning and Teaching-PLAT Pub Date : 2023-08-24 DOI: 10.1177/14757257231195350

D. Hayes

引用次数: 0