ICPS 2015

TEACHING INTEGRATIVE PSYCHOLOGICAL SCIENCE:
A PRE-CONFERENCE TEACHING INSTITUTE

Sposored By:

 

The pre-conference Teaching Institute will be held on Thursday 12 March, 9:00 - 15:15, and will include a poster session. Please note that the Teaching Institute requires an additional registration fee.

 

Opening Plenary
Preaching about Teaching: Obstacles to Applying Psychological Science to Classroom Instruction

Location: Berlagezaal
Date/Time: Thursday, 12 March 2015 9:00 - 10:15


David B. Daniel Department of Psychology, James Madison University, USA

What level of empirical evidence should teachers require before adopting strategies or technologies claimed to be effective for the classroom? What methodological questions should researchers (and publishers) address before making such claims? This talk focuses on the ecological validity of such claims and the important role of the teacher in the translation of promising results to usable knowledge.

 

Using the Scholarship of Teaching and Learning as a Means to Improve Psychology Teaching and Learning

Location: Mendes da Costa Kamer
Date/Time: Thursday, 12 March 2015 10:25 - 11:25


Birgit Spinath Department of Psychology, Heidelberg University, Germany

Scholarship of Teaching and Learning (SoTL) has become a movement in higher education. Within the framework of SoTL, instructors investigate the effects of their didactic approaches with the overarching aim to improve teaching and learning. Both instructors and students can benefit from SoTL on several levels. At the same time, SoTL is meant to advance the knowledge about effective teaching and learning by making research findings public. In this presentation, a specific approach to SoTL in psychology teaching is introduced that consists of a seven-step iterative process. In a large introductory lecture on psychology, a series of experimental studies has been conducted over several semesters. It will be reported how the process of SoTL was established and what insights it yielded. Specifically, we investigated the impact of feedback on students' learning and the development of students' knowledge, motivation, and satisfaction with the course during the semester. Some surprising results of these investigations led to significant changes in the design of the lecture. I would like to discuss with the audience how their own teaching might benefit from applying SoTL and how findings can be cross-validated by cooperation among instructors across different teaching formats, topics, and institutions.

 

Promoting the Teaching of Psychology in France: Lessons From a National Survey

Location: Rode Kamer
Date/Time: Thursday, 12 March 2015 10:25 - 11:25


Dana Castro École de Psychologues Praticiens Rédactrice en Chef Pratiques Psychologiques, l'École de Psychologues Praticiens, Paris, France

 

Instructional Design for Complex Learning in Psychology

Location: Verwey Kamer
Date/Time: Thursday, 12 March 2015 10:25 - 11:25


Jeroen J. G. van Merrienboer Department of Educational Development and Research and Graduate School of Health Professions Education, Maastricht University, The Netherlands

A common complaint of students is that they experience their curriculum as a disconnected set of topics and courses with unclear relevance to their future profession. Four-component instructional design is a model for complex learning aimed at the teaching of professional competencies. This presentation will illustrate how the model can be used to develop an integrated psychology curriculum.

 

TEACHING INSTITUTE POSTER SESSION AND LUNCH

Location: Administratiezaal
Date/Time: Thursday, 12 March 2015, 11:45 - 12:45 (Lunch will be served from 11:30 to 13:00


 

Using Interactive Tutoring: Feedback Strategies to Improve Learning in Psychological Science Courses

Location: Rode Kamer
Date/Time: Thursday, 12 March 2015 13:00 - 14:00


Susanne Narciss Department of Psychology II, University of Passau, Germany

Feedback is considered one of the most powerful factors for supporting learning and instruction (e.g., Hattie, 2009). Interactive tutoring feedback strategies combine formative elaborated feedback with tutoring and mastery learning strategies. This presentation outlines the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008; 2013) and describes its implications for the design of interactive tutoring feedback strategies.

 

Improving the Coherence of the Psychology Curriculum

Location: Mendes da Costa Kamer
Date/Time: Thursday, 12 March 2015 13:00 - 14:00


Leoniek Wijngaards-de Meij Department of Methodology & Statistics of Behavioral Sciences, Utrecht University, The Netherlands

One of the challenges for a Psychology curriculum (or any curriculum for that matter) is to ensure that important academic skills and content are taught in a coordinated way. The lining up of the curriculum is a complex task and the resulting aligned curriculum is in general not easily accessible for teachers and students. To improve the coherence and accessibility of the research skills curriculum for the Psychology Bachelor at Utrecht University, a web tool was designed. The use of the web tool allows teachers to improve the alignment of the curriculum and allows students to access information on in which class they learned and used different research skills during the Psychology curriculum. By actively including the web tool in Psychology courses, students are stimulated to reflect on their growth in research skills over time. In my presentation I will discuss the improvement of the alignment of the curriculum, and how the effect of awareness of this coherence might improve the learning of the students.

 

Teaching Psychology as a Basic Science: Problem- and Research-Based Teaching for Non-Psychology Students

Location: Verwey Kamer
Date/Time: Thursday, 12 March 2015 13:00 - 14:00


Jörg Zumbach School of Education, University of Salzburg, Austria

Most current research on psychology teaching and learning focusses on programs for psychology students. Our research is dedicated to examining how non-psychology students can acquire basic research skills in psychology and develop adequate epistemological beliefs about psychology as a basic science by using problem- and research-based approaches.

 

Keynote Address
How Should We Integrate Different Levels of Analysis in Teaching?

Location: Berlagezaal
Date/Time: Thursday, 12 March 2015 14:10 - 15:15


Michael W. Eysenck Department of Psychology, Royal Holloway University of London, United Kingdom

It is conventional wisdom that psychology is becoming increasingly fragmented and that it is increasingly difficult to make overall coherent sense of it. There is clearly some truth in this but various reasons for modest optimism. First, several major areas within psychology (e.g., clinical, social, developmental) have become much more "cognitive" over the years. As a consequence, cognitive psychology provides a way of integrating different areas. Second, cognitive psychology itself has broadened considerably in that the focus of research is increasingly on "real world" situations and cognitive processes. This broadening also facilitates integration across areas within psychology. Third, the spectacular rise of cognitive neuroscience seems to mean that teachers of psychology (and their students!) need to become experts in the detailed functioning of the brain. In my opinion, that is not the case. What is needed is an understanding of the rationale and limitations of cognitive neuroscience, something that is much easier to acquire. In sum, it may be much easier to integrate different levels of analysis in teaching than is generally assumed.