Faculty Forum

doi:10.1207/s15328023top3104_8

Cited by 6 publications

(3 citation statements)

References 65 publications

(89 reference statements)

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“…The researchers found that 428 of these concepts were mentioned in half of the glossaries, while only 33 concepts were dealt with in all glossaries. Griggs, Bujak-Johnson, and Proctor (2004) analyzed 44 textbooks and identified 155 concepts that were dealt with in 80 percent or more of the glossaries. In a different study (Nairn, Ellard, Scialfa, & Miller, 2003), six textbooks were examined.…”

Section: Core Concepts In Psychologymentioning

confidence: 99%

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A Short Test for the Assessment of Basic Knowledge in Psychology

Peter

Leichner

Mayer

et al. 2015

Psychology Learning & Teaching

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This paper reports the development of a fixed-choice test for the assessment of basic knowledge in psychology, for use with undergraduate as well as graduate students. Test content is selected based on a core concepts approach and includes a sample of concepts which are indexed most frequently in common introductory psychology textbooks. In a pilot study (n ¼ 67 psychology students), a 21 item-version of the test was developed. Empirical results from two additional studies using psychology students (n ¼ 173 and n ¼ 112) show that the test can differentiate between students with varying progress in their studies and show a significant correlation of test scores with academic achievement in psychology.

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Section: Core Concepts In Psychologymentioning

confidence: 99%

“…As a first step, a list of core concepts was created based on three studies (Griggs et al, 2004;Proctor & Williams, 2006;Zechmeister & Zechmeister, 2000). Only those concepts that were included in at least 50 percent of the examined textbooks were taken into account.…”

Section: Development Of the Testmentioning

confidence: 99%

A Short Test for the Assessment of Basic Knowledge in Psychology

Peter

Leichner

Mayer

et al. 2015

Psychology Learning & Teaching

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“…There is a growing literature demonstrating that material from popular TV can be an effective component of undergraduate teaching, including psychology. For instance, Poonati and Amadio (2010) used examples from TV programmes to help students understand operant conditioning, while Eaton and Uskul (2004) used clips from The Simpsons to teach social psychology.…”

Section: The Ethics Of Reality Tvmentioning

confidence: 99%

‘You're in Cruel England Now!’: Teaching Research Ethics through Reality Television

Burr

King

2012

Psychology Learning & Teaching

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This paper reports findings from a one-year research project funded by the Higher Education Academy (HEA) Psychology Network. The research aimed to explore the use of 'reality television' in teaching research ethics to Psychology undergraduates and in this paper we report on those findings that have particular relevance for qualitative research methods. Experience of teaching research ethics suggests that students can find the process of thinking through ethical issues in qualitative work quite challenging. Ethical issues in qualitative research can be subtly different from, or more complex than, those raised by quantitative studies, and yet most text books that deal with research ethics tend to focus on the latter. We will present findings from our research project which suggest that using familiar material such as TV programmes, and in particular 'reality TV', can be effective in helping students address ethical issues in qualitative research. Fifteen second year psychology undergraduates were shown an extract from an episode of Big Brother (Channel 4).They were then asked to discuss in small groups the ethical issues they felt it raised, and these discussions were audio recorded. Subsequently, they were asked to apply their thinking to a research brief by discussing the ethical issues it raised, suggesting ideas for design and then writing a research proposal. In this paper we report findings from the first stage of the project. We present evidence from the discussion groups indicating that the TV material had promoted an in-depth consideration of some ethical issues that can be challenging for students to address in relation to qualitative work, notably informed consent, confidentiality and risk of harm. Teaching research ethics 3Background and Rationale

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Development of the Fund for Excellence in the Teaching of Psychology

Korn

2009

Teaching of Psychology

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Faculty Forum

Cited by 6 publications

References 65 publications

A Short Test for the Assessment of Basic Knowledge in Psychology

A Short Test for the Assessment of Basic Knowledge in Psychology

‘You're in Cruel England Now!’: Teaching Research Ethics through Reality Television

Development of the Fund for Excellence in the Teaching of Psychology

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