只要它不是一篇论文:认知心理学课程中作为参与工具的非论文

IF 0.7 4区心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching of Psychology Pub Date : 2022-06-21 DOI:10.1177/00986283221110542

Sara G. Goodman

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引用次数: 0

摘要

认知心理学课程内容丰富，对广大受众有用。课程文本中的大部分基础研究都是在高度受限的实验室环境中进行的，这使得这些概念很难在现实世界中应用或使用。在认知心理学课程中的学生可能不容易注意到这些内容的实际应用。标准评估（如书面研究论文）未能捕捉到认知现象在现实世界中的应用。使用一个应用的框架可以激励参与认知。在本科认知心理学课程中使用Unessay项目需要学生以除论文外的任何形式呈现一个关键结构。Unessay项目起源于人文学科，非常适合心理学。Unessay是识别和展示认知结构在现实世界中应用的有用工具。学生必须以创造性的、非论文形式传达这些信息。提供了说明、准则和示例。Unessay是认知心理学课程项目的一种新颖方法，可以激发学生的兴趣，同时与心理学专业的几个APA结果保持一致。

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Just as Long as It’s Not an Essay: The Unessay as a Tool for Engagement in a Cognitive Psychology Course

Cognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained laboratory settings, making the concepts difficult to apply or use in the real world. Students in cognitive psychology classes may not readily notice practical applications for the content. Standard assessments (e.g. written research papers) fail to capture the real-world applications of cognitive phenomena. Using an applied framework can motivate engagement in cognition. The use of an Unessay project in undergraduate cognitive psychology courses requires students to present a key construct in any format except an essay. Unessay projects originated in the humanities, and are an excellent fit for psychology. The Unessay is a useful vehicle for identifying and presenting the application of a cognitive construct in the real world. Students are required to convey that information in a creative, non-essay format. Instructions, a rubric and examples are provided. The Unessay is a novel approach to a course project in cognitive psychology that can motivate student interest while aligning with several APA outcomes for psychology majors.

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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.