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Articles 1 - 17 of 17
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Inclusive Peer Learning Pedagogy With Augmented Reality– Ipear, Chryssa Themeli, Ekaterina Prasolova-Førland
Inclusive Peer Learning Pedagogy With Augmented Reality– Ipear, Chryssa Themeli, Ekaterina Prasolova-Førland
Pedagogy and the Human Sciences
The paper aims to show a pedagogical design focusing on peer learning and augmented reality to improve students' engagement, motivation, and empowerment. During the pandemic, strong research evidence suggested that collaborative and inclusive approaches such as peer learning simultaneously enhance mental health, student satisfaction and learning outcomes. Augmented reality unveils the positive effects of visual learning, which could be used creatively to stimulate interest, creativity, and participation. Thus, the pedagogy is philosophically framed within social learning and self-efficacy theories. Inclusion is defined as the social value of sharing information, devices and ideas and as instructional design that respects the learners' …
How Can Assessment For Learning Be Useful For Self-Regulated Learning?: Four Approaches To Change Of Assessment Conceptions From Individualistic To Contextualistic, Kohei Nishizuka
Pedagogy and the Human Sciences
Critics argue that theoretical frameworks for assessment for learning (AfL) and self-regulated learning (SRL) are sociocultural practices reliant on others/mediating artifacts than on individual psychological operations. However, if the broader context of learning is neglected, the developmental model for fostering evaluative judgment cannot cope well with the contextual complexity of the formal and informal aspects of learning. How students perceive assessment is strongly related to their learning outcomes as it represents how much they harbor a spirit of improvement, social stress, and cooperative efficacy. Focusing on the assessment conceptions can help us reconsider the purpose and function of AfL and …
No Perfect Syllabus For Distance Learning: Dbt Skills For Deciding How To Teach Throughout Uncertainty, Lynne-Marie Shea
No Perfect Syllabus For Distance Learning: Dbt Skills For Deciding How To Teach Throughout Uncertainty, Lynne-Marie Shea
Pedagogy and the Human Sciences
The COVID-19 Pandemic presents a unique set of challenges as we work to continue teaching and learning in the midst of a shared crisis. The processes of sharing and acquiring knowledge that define pedagogical practice, though, is so much more than the sum of the “whats” and “hows” of teaching practice. As we consider how best to remain rooted to pedagogy within the confines created by the Corona Virus, the fusion of present-focused awareness and dialectical theory that is central to Dialectical Behavior Therapy (DBT) provides a framework through which to respond to uncontrollable circumstances with both acceptance and change. …
Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins
Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins
Pedagogy and the Human Sciences
No abstract provided.
Thinking For Yourself And Answering For Yourself, Austin Dacey
Thinking For Yourself And Answering For Yourself, Austin Dacey
Pedagogy and the Human Sciences
Commentary on “Rethinking Critical Thinking: A Relational and Contextual Approach” (Bowker & Fazioli, 2016).
Assessing Students' Acquisition Of Scientific Reasoning In An Experimental Psychology Class, Gayle S. Morse, Donald F. Graves, Kerry K. Prout, Jennifer Safford
Assessing Students' Acquisition Of Scientific Reasoning In An Experimental Psychology Class, Gayle S. Morse, Donald F. Graves, Kerry K. Prout, Jennifer Safford
Pedagogy and the Human Sciences
This pilot study is an initial exploration of a theoretical rubric proposed to "describe the progress of students’ acquisition of scientific inquiry" (Halonen et al., 2003, p. 196), and an application of the utility of the rubric. Twenty-two undergraduates from a woman’s college participated in two sections of experimental psychology. Students consisted of sophomores, juniors, and seniors who completed general psychology courses. Consistent with the Halonen et al. (2003) model, results indicated that authentic research experiences in the first phase of the course were positively correlated with changes in scientific thinking in a second phase. In turn, experiences in the …
Bringing Freire Back To The Forefront, Christina M. Athineos
Bringing Freire Back To The Forefront, Christina M. Athineos
Pedagogy and the Human Sciences
No abstract provided.
The Ethical Relationship Between School Violence And Teacher Morale, Jennifer O'Connor Duffy, Edward Mooney Jr.
The Ethical Relationship Between School Violence And Teacher Morale, Jennifer O'Connor Duffy, Edward Mooney Jr.
Pedagogy and the Human Sciences
This study explores how negative school climate factors, such as classroom violence, can influence a teacher’s pedagogical approach to classroom learning and relationships with students using a transformative lens to improve student engagement and pedagogical approaches after such tragedies occur. The Burke-Litwin (2010) model of organizational climate is used as a framework to understand how a school's organizational climate contributes to a positive learning culture for teachers, post-trauma, with the goal of heightening teachers’ ability to continue to teach and to maintain student engagement post-violence. Major conclusions show that the underlying school climate plays a critical role in how a …
Maintaining The Mental Model: An Exploratory Study Of Dialogic Processes On Good Teaching Practice, Margaret Koepke Fox, Debra A. Harkins, Kurt W. Fischer
Maintaining The Mental Model: An Exploratory Study Of Dialogic Processes On Good Teaching Practice, Margaret Koepke Fox, Debra A. Harkins, Kurt W. Fischer
Pedagogy and the Human Sciences
This paper presents some outcomes of an exploratory, mixed-method study that examined mental models of teaching and understanding of learning processes in 26 educators from a small suburb in the Northeastern United States. Participants, in semi-structured written interviews, were asked to rate variables contributing to their mental model of effective teaching. They were then presented with a specific educational problem and asked to provide pedagogic solutions. One finding of this exploration was that some educators did not adhere to their own described mental model of best teaching practices when faced with an educational problem. However, those who responded to the …
Dreams Of The "Other" And Creativity In The Classroom, Robert Faux
Dreams Of The "Other" And Creativity In The Classroom, Robert Faux
Pedagogy and the Human Sciences
No abstract provided.
Integrating Theory And Practice In Culturally Relevant Pedagogy, Lauren Mizock
Integrating Theory And Practice In Culturally Relevant Pedagogy, Lauren Mizock
Pedagogy and the Human Sciences
No abstract provided.
Systematic Constructivism Applied To Higher Education In Psychology, Eeva Kallio, Yvonne Wells
Systematic Constructivism Applied To Higher Education In Psychology, Eeva Kallio, Yvonne Wells
Pedagogy and the Human Sciences
No abstract provided.
Meeting In The Middle: Making Use Of Popular Culture In The Classroom, Michelle Ronayne, Joanne Shayne, Johnny Nguyen
Meeting In The Middle: Making Use Of Popular Culture In The Classroom, Michelle Ronayne, Joanne Shayne, Johnny Nguyen
Pedagogy and the Human Sciences
The purpose of this paper is to explore the current landscape of the 21st century Introductory Psychology classroom. The authors—graduate students and current teachers of psychology—are well aware of the need to move away from traditional, top-down approaches to teaching. Personal experience has convinced them that the standard lecture format does not engage all 21st century students. A belief in the need to actively engage students in introductory psychology courses is the basis for the present paper. Through the use of technology and active-learning classroom activities, teachers might succeed in meeting students of psychology “where they are,” thus improving the …
Technology's Role In Constructing Meaningful Knowledge, Joseph Mayo
Technology's Role In Constructing Meaningful Knowledge, Joseph Mayo
Pedagogy and the Human Sciences
This paper discusses technology’s role in meaningful knowledge construction, which hinges on ways computer tools can be used to improve pedagogy through actively engaging learners. At the center of this discussion is the difference between stand-alone technological literacy that serves as an end in itself, and educationally defensible information literacy that represents a technology-assisted means to the end of metacognitive reflection as a salient component of an undergraduate liberal education. Drawing on learning principles embodied in the theoretical frameworks of Seymour Papert’s constructionism and Gordon Pask’s conversation theory, personalized computer applications of concept maps, mind maps, and repertory grids are …
On Pedagogy And The Human Sciences, Michael F. Mascolo, Christina Hardway, Deborah Margolis
On Pedagogy And The Human Sciences, Michael F. Mascolo, Christina Hardway, Deborah Margolis
Pedagogy and the Human Sciences
In launching PHS, our goal is to stimulate theory, practice, research and reflection on the process of teaching and learning in disciplines that address the question of what it means to be human. In so doing, we cast our net broadly to include not only psychology and the traditional social sciences, but also disciplines that are often considered to be part of the humanities – philosophy, literary studies, religious studies, history and related fields. We embrace the full range of different modes of inquiry, including philosophical reflection and analysis, quantitative and qualitative empirical research, action research, ethnography, hermeneutic and discursive …
Critical Consciousness In Introductory Psychology: A Historically Black University Context, Michele K. Lewis, Anna K. Lee
Critical Consciousness In Introductory Psychology: A Historically Black University Context, Michele K. Lewis, Anna K. Lee
Pedagogy and the Human Sciences
The objective of this paper is to detail pedagogical strategies for teaching the general psychology course in the context of a historically black university (HBCU). We identify strategies oriented towards specific areas typically covered in an introductory psychology course. Particular interest is paid to critical consciousness theory, issues of social justice, and socio-cultural perspective in psychology. The pedagogy we use in the general psychology course is consistent with a sociopolitical critical consciousness model, and recommendations of the American Psychological Association’s commission. The significance of respecting the educational, sociopolitical and cultural expectations of students within the historically black university context is …
Beyond Student-Centered And Teacher-Centered Pedagogy: Teaching And Learning As Guided Participation, Michael F. Mascolo
Beyond Student-Centered And Teacher-Centered Pedagogy: Teaching And Learning As Guided Participation, Michael F. Mascolo
Pedagogy and the Human Sciences
In recent decades, student centered pedagogy has provided serious challenges to traditional “lecture-and-test” modes of education in colleges and universities. Advocates of student-centered pedagogy generally proceed from the constructivist position that maintains that learners construct their understandings through their actions and experiences on the world. Student-centered thinking has spawned a burgeoning interest in the use of a variety of different active learning methods in and out of the classroom. These include collaborative learning, experiential learning, problem-based learning, and a variety of other pedagogical methods. However, the theory and practice of student-centered pedagogy is not without its problems. “Student-centered” learning is …