《心理学教学评论》近期文章摘要

IF 1.9 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Kim L. Austerschmidt, Denise Kerkhoff, Sarah Bebermeier, Anne Hagemann
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Higher education (HE) is fairly accommodating of sexual diversity in many countries. However, lesbian, gay, bisexual, trans and other sexual minority (LGBT + ) students and staff still face many challenges regarding acceptance and integration which may impact learning and teaching experiences. This article discusses the relevance of LGBT + inclusivity in pedagogy and the ways by which it can be incorporated into HE with examples from teaching in Psychology. It also discusses some of the advantages and risks associated with ‘ coming out ’ for LGBT + aca-demics to broaden visibility at university. Queer pedagogical perspectives, which question the use of identity-based LGBT + representations in education and propose alternative ways of queering the curriculum, are also reviewed. 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引用次数: 0

摘要

新冠肺炎大流行期间对住院教学的限制严重挑战了世界各地的高等教育实践。虽然使用虚拟教学技术很容易实现课程内容的教学交付,但促进对这些材料的批判性参与可能会更加困难,尤其是在规模较大、经验较低的班级中。然而,尽管存在这些实际挑战,但对于社会心理学教师来说,疫情背景提供了一个前所未有的教学机会,以强调社会心理学研究在应对社会挑战方面的相关性和局限性。本文概述了一种策略,该策略旨在通过远程提供大型社会心理学入门模块来维持社会批判学习目标。这围绕着建立异步的、由同伴主导的在线讨论论坛展开,学生们在论坛上独立思考如何将他们在每周预先录制的视频中遇到的概念应用于理解社会对疫情的反应。本文描述了这一教学活动的结构及其为学生、教职员工和更广泛的社区带来的好处。近几个月来,人们不可避免地在开发在线教学方法,而发展心理素养的尝试也必然受到较少关注。然而,我们认为,新冠肺炎带来的发展实际上开辟了一系列新的可能性,心理素养可以从这些变化中受益。特别是,我们建议,心理学知识的大部分传播可以继续在网上进行,大学应该成为重点应用这些知识的地方。在许多国家,高等教育(HE)相当适应性别多样性。然而,女同性恋、男同性恋、双性恋、跨性别和其他性少数群体(LGBT+)的学生和教职员工在接受和融入方面仍然面临许多挑战,这可能会影响学习和教学体验。本文通过心理学教学实例,讨论了LGBT+包容性在教育学中的相关性,以及将其纳入高等教育的方法。它还讨论了LGBT+非裔群体“出柜”以扩大大学知名度的一些优势和风险。还回顾了酷儿的教学观点,这些观点质疑在教育中使用基于身份的LGBT+表征,并提出了改变课程的替代方法。文章最后试图将基于身份和批判性的观点联系起来,为高等教育中的LGBT+包容性做出积极贡献,并强调了大学高层领导和学术界共同努力实现这一目标的重要性。药物和酒精新生儿模拟器用于强调药物滥用对61名心理学本科生和12名六年级健康与社会护理学生的寿命内产前发育模块的影响。采用了一种混合方法,既考虑了知识发展,又考虑了对体验式实践学习的看法。在畸形发生互动课程前后,使用演示药物和酒精对胎儿发育影响的新生儿模拟器,评估学生对药物和酒精影响的知识。通过这种体验式学习方法,结合两组的统计分析显示,在互动课程后,知识有所增加,学生们认为这种理解的增强是与新生儿模拟器进行实际互动的直接结果。研究人员鼓励使用新生儿模拟器作为良好的实践,可以有效地将其纳入心理学和其他与健康相关的教学环境中,以促进有关致畸的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Abstracts of recent articles published in Psychology Teaching Review
Restrictions on in-person teaching during the Covid-19 pandemic severely challenged higher education practices worldwide. While didactic delivery of course content is easily achievable with virtual teaching technologies, promoting critical engagement with this material can be more dif fi cult, particularly with classes of larger size and lower experience. Yet despite these practical challenges, for teachers of social psychology the pandemic context offered an unprecedented pedagogical opportunity to highlight both the relevance and limitations of social psychological research for tackling societal challenges. This paper outlines a strategy developed to sustain socially critical learning objectives within remote delivery of a large introductory social psychology module. This revolved around establishing asynchronous, peer-led online discussion forums wherein students independently considered how the concepts they encountered in weekly pre-recorded lec-tures could be applied to understand societal responses to the pandemic. The present article describes the structure of this pedagogical activity and the bene fi ts it offered to students, teaching staff and the wider community. recent months has inevitably been on developing online methods of teaching and attempts to develop psychological literacy have of necessity received less attention. However, we argue that the developments enforced by Covid-19 actually open up a range of new possibilities and that psychological literacy can bene fi t from these changes. In particular, we suggest that much of the transmission of psychological knowledge can continue to take place online and that universities should become places where the focus is on the application of that knowledge. Higher education (HE) is fairly accommodating of sexual diversity in many countries. However, lesbian, gay, bisexual, trans and other sexual minority (LGBT + ) students and staff still face many challenges regarding acceptance and integration which may impact learning and teaching experiences. This article discusses the relevance of LGBT + inclusivity in pedagogy and the ways by which it can be incorporated into HE with examples from teaching in Psychology. It also discusses some of the advantages and risks associated with ‘ coming out ’ for LGBT + aca-demics to broaden visibility at university. Queer pedagogical perspectives, which question the use of identity-based LGBT + representations in education and propose alternative ways of queering the curriculum, are also reviewed. The article concludes by attempting to bridge identity-based and critical perspectives to positively contribute to LGBT + inclusivity in HE, and by af fi rming the importance of joint work from universities ’ senior leadership and aca-demics to achieve that aim. Drug and alcohol neonate simulators were used to highlight the effects of substance misuse on prenatal development within lifespan development modules to 61 Psychology undergraduates and 12 sixth-form Health and Social Care students. A mixed method approach was used con-sidering both knowledge development and perceptions of experiential hands-on learning. Student knowledge of the effects of drugs and alcohol on prenatal development was assessed before and after an interactive session on teratogenesis utilising neonate simulators demonstrating these effects. With this experiential learning approach, the statistical analysis combining both groups showed increased knowledge after the interactive session, and the students perceived this enhanced understanding to be a direct result of hands-on interaction with the neonate simulators. The researchers encourage the use of neonate simulators as good practice that can be effectively incorporated into the psychology and other health-related teaching contexts to facili-tate knowledge on teratogenesis.
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来源期刊
Psychology Learning and Teaching-PLAT
Psychology Learning and Teaching-PLAT PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.30
自引率
9.10%
发文量
24
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