An Active-Learning Approach to Teaching the Undergraduate Psychology and Law Course

Nancy Walker Perry; Matthew T. Huss; Bradley D. McAuliff; Julie M. Galas

doi:10.1207/s15328023top2302_1

An Active-Learning Approach to Teaching the Undergraduate Psychology and Law Course

Nancy Walker Perry, Matthew T. Huss, Bradley D. McAuliff, Julie M. Galas

Research output: Contribution to journal › Article › peer-review

42 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	76-81
Number of pages	6
Journal	Teaching of Psychology
Volume	23
Issue number	2
DOIs	https://doi.org/10.1207/s15328023top2302_1
State	Published - Apr 1996
Externally published	Yes

All Science Journal Classification (ASJC) codes

Education
Psychology(all)

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10.1207/s15328023top2302_1

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title = "An Active-Learning Approach to Teaching the Undergraduate Psychology and Law Course",

abstract = "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.",

author = "Perry, {Nancy Walker} and Huss, {Matthew T.} and McAuliff, {Bradley D.} and Galas, {Julie M.}",

year = "1996",

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AB - 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.

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An Active-Learning Approach to Teaching the Undergraduate Psychology and Law Course

Abstract

All Science Journal Classification (ASJC) codes

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