INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE
INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE

Summary/Abstract: In many European countries psychology is taught as an optional secondary school subject and as an introductory course in variety of university programmes for "non-psychologists" (e.g. teachers, social workers etc.). It might be challenging to teach psychology in an innovative way (using digital content within technology-rich learning environment) and to reach the objectives of developing student´s personality and psychological literacy at the same time. We applied design-based research to design an innovative course of psychology for secondary education. In the first phase quasi-experiment design was used (n=33). Eight lessons of psychology were taught in an experimental group in the technology-rich learning environment (using variety of online exercises, experiments, presentations and tests) and in a control group using traditional materials. Based on the students´ feedback (didactic tests (n=73) and individual semi-structured interviews (n=11) we got an image of students´ perception of the implementation of technology into psychology teaching and learning. Secondarily we analysed written narratives on the outcomes and the pitfalls of an introductory psychology course in the university teacher training (n=70). Content analyses revealed that both groups of students find psychology rather abstract and they need visualisations, practical interconnections, and learning in the context to enhance understanding psychology. On the other hand students prefer experiential social learning, social interactions, discussions and group work within psychology courses. Based on these data we designed an interactive course combining both digital and traditional materials and recommended methods of instructions. Such a course design allows teachers to implement various teaching scenarios with interactions among students, teacher, technology and visually attractive digital content. The course covers four areas included in general psychology curriculum in the secondary education and in the most of introductory psychology courses for non-psychologists in Slovakia: history of psychology, cognitive processes, personality and inter-individual differences, and social psychology. The study is a part of project KEGA 021UK-4/2013 "Teaching of psychology and the subjects of personal and social development – set of teaching materials".

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