Upon further reflection, however, I realized that this was actually a good question, for which the usual approaches to teaching psychology provided too few answers. During the next several years, I developed lessons and techniques to help psychology students learn how to evaluate the strengths and weaknesses of scientific and nonscientific kinds of evidence and to help them draw sound conclusions.
Translate this page from English Print Page Change Text Size: Key Concept of Course This course is designed to help you learn the logic Critical thinking psychology questions psychology. Everything we do this semester will in some way, either broadly or narrowly, relate to improving your understanding of and thinking critically about psychological principles, theories, practice, and application.
The primary goal is for you to come to think as a psychologist would think. This includes identifying and working through problems which psychologists address. The course will focus on the different types of psychologists, the different schools of psychological thought, the varying work that is done by psychologists.
The course will also focus on psychological processes, both conscious and unconscious, which influence the behavior and thinking of human beings.
To think deeply about the field of psychology, one must think clearly about the questions which face psychologists, one must gather relevant and valid information which relates to those questions, one must accurately analyze the value of information gathered and one must understand the complexity of human nature.
General Course Plan This course is designed much differently from most others you have been exposed to because you will be asked to think critically about the subject matter throughout the semester.
All of our activities will focus on helping you to better understand the logic of psychology, and to come to think like a rational psychologist. You will be asked to continually engage your mind during class and while preparing for class. The textbook will be used as a general resource for the course.
You will learn to connect the logic of psychology to the logic of your own thinking so that the subject becomes relevant to you. While you will learn some "facts" about psychology, they will be learned in the context of learning about the logic of psychology, rather than being memorized for test time.
You will be asked to bring some assignment to each class period, and each class period will build upon work done in the previous class period.
Each student will actively participate in class sessions, as you are asked to continually process information by restating information, giving examples, offering alternate points of view, etc.
You will also be involved in daily group work, self-assessment, and peer assessment. The ultimate goal is for you to learn to think critically about your thinking, so that you are able to accurately assess your strengths and weaknesses and to take charge of your thinking.
Exams There will be two exams. Each exam will be worth points. Both exams will be essay in nature, where you will be required to think critically, using the knowledge you have learned, as you write answers to specific psychological questions.
Questions For each class session, you will be required to write the answer to a question posed at the end of each class period.
The question may result from the class discussion or may be prepared in advance by the instructor. These questions will be discussed at the beginning of each class period in small groups. At the beginning of each class period, your work will be stamped.
Students who have not written the assignment will not be allowed to participate in the activity until they complete it. They will be asked to go to a designated table in the room to complete it.
Additional Assignments Throughout the semester you will be given assignments to be completed outside of class. The number of points for each assignment varies, but the total number of possible points on the assignments is A Brief Guide for Teaching and Assessing Critical Thinking in Psychology.
D. Alan Bensley Seven Guidelines for Teaching and Assessing Critical Thinking. 1. Motivate your students to think critically Likewise, other questions employ research evidence examples corresponding to Table 2.
Questions ask students to identify kinds of evidence. If there are critical periods for the acquisition of language, what does this imply about the way we teach foreign languages in our schools?
If there are critical periods for the acquisition of language, what does this imply about the way we teach foreign languages in our schools? Are children who grow up in bilingual homes likely to be confused and at a disadvantage in language development, or do they benefit from the exposure?
"Critical thinking is thinking that assesses itself" (Center for Critical Thinking, b). "Critical thinking is the ability to think about one's thinking in such a way as 1.
To recognize its strengths and weaknesses and, as a result, 2. ‘Critical Thinking for Psychology addresses one of thehottest topics in contemporary psychology, that of the importanceof robust critical thinking as a skill necessary for underpinningscientific endeavour.5/5(1).
students to challenge exam questions engages their critical thinking processes and opens a window for the instructor to view what is going on in students’ minds when they take multiple-choice exams.
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