This article describes an active-learning approach to teaching an undergraduate psychology and law course specifically designed to improve critical-thinking skills. After reviewing the concepts of active learning and critical thinking, we describe the course and present data and observations regarding its success. Finally, we discuss strategies for handling problems that may arise when teaching a psychology and law course using this approach.
|Number of pages||6|
|Journal||Teaching of Psychology|
|Publication status||Published - Apr 1996|
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