Four approaches were used in a sophomore-level developmental psychology course to strengthen students' abilities to differentiate between experimental and observational research and apply findings appropriately: spaced practice, practice with high-interest topics, multiple sources for practice, and cooperative learning. Implications of the approach to student learning are discussed.
Get full access to this article
View all access options for this article.
References
1.
BuschJ. W. (1985). Mentoring in graduate schools of education: Mentors' perceptions. American Educational Research Journal, 22, 257–265.
2.
CooperJ.MueckR. (1990). Student involvement in learning: Cooperative learning and college instruction. Journal on Excellence in College Teaching, 1, 68–76.
3.
CraigG. (1992). Human development (6th ed.). Englewood Cliffs, NJ: Prentice Hall.
4.
GrayP. (1993). Engaging students' intellects: The immersion approach to critical thinking in psychology instruction. Teaching of Psychology, 20, 68–74.
HovlandC. I. (1951). Human learning and retention. In StevensS. S.Handbook of experimental psychology (pp. 613–689). New York: Wiley.
7.
MayerR. E.GoodchildF. M. (1990). The critical thinker: Thinking and learning strategies for psychology students. Dubuque, IA: Brown.
8.
MichaelsenL. (1992). Team learning: A comprehensive approach for harnessing the power of small groups in higher education. To Improve the Academy, 11, 107–122.
9.
MillisB. J. (1991). Helping faculty build learning communities through cooperative groups. In HilsenL.To improve the academy: Resources for student, faculty, and institutional development (pp. 43–58). Stillwater, OK: New Forums.
