Undergraduate students and the history of psychology.

Nance, R. Dale

doi:10.1037/h0037929

Cited by 2 publications

(2 citation statements)

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“…The history and systems of psychology course has become a standard component of most undergraduate psychology programs (Brozek 1966;Nance 1961Nance , 1971Raphelson 1982;Riedel 1974;Watson 1966). Lyman (1970) has detailed an example of what might prove to be the next logical progression in this overall trend, a program in which the standard introductory psychology course is taught from an historical perspective.…”

Section: Teaching the History Of Psychologymentioning

confidence: 99%

“…This perception of the inherently uninteresting nature of the history and systems of psychology course has been refuted by several authors, including Raphelson (1979) and Benjamin (1979). Most interstingly, Nance ( 1961Nance ( , 1971 has twice published surveys of history of psychology students that would appear to contradict this pessimistic outlook, and instead indicates a relatively high level of student interest in this course.…”

Section: Fostering Student Interest In Historical Researchmentioning

confidence: 99%

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The History of Psychology: A Survey and Critical Assessment

Hilgard

Leary²,

McGuire³

1991

Annu. Rev. Psychol.

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Section: Teaching the History Of Psychologymentioning

confidence: 99%

Section: Fostering Student Interest In Historical Researchmentioning

confidence: 99%

The History of Psychology: A Survey and Critical Assessment

Hilgard

Leary²,

McGuire³

1991

Annu. Rev. Psychol.

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Designing a Conceptual and Historical Issues in Psychology module through Active Learning

Hall¹,

Ivaldi²,

Tod

2015

bpshpp

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In our experience, most colleagues understand the pedagogical value in teaching Conceptual and Historical Issues in Psychology (CHIP). However, few wish to be involved in teaching it, even in their sub-disciplines, because it is perceived as dry and dull, as well as void from everyday life. We present how we reinvigorated CHIP and its content within a new Psychology degree programme. We begin by outlining our experiences with CHIP and then describe several steps we took to redesign the module. Specifically, we outline how we utilised pedagogical literature that emphasises student-focussed Active Learning, and specifically Co-operative Learning, to inform our module redesign and delivery of content. We then outline how we engaged in a more considered approach to embedding employability strategies into our content, and then describe how we implement these approaches into a student-led module. Finally we summarise student feedback about the module and offer suggestions for embedding Active Learning into modules.‘to my boss who approached me one day and asked how I felt about the teaching the history of psychology’(dedication in Schultz & Schultz, 2011, p.2)

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Undergraduate students and the history of psychology.

Cited by 2 publications

References 0 publications

The History of Psychology: A Survey and Critical Assessment

The History of Psychology: A Survey and Critical Assessment

Designing a Conceptual and Historical Issues in Psychology module through Active Learning

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