The Pedagogical Use of Didactic Classes for Teaching Cognitive Psychology

Jens Koed Madsen; Nicole Lauren George; Andreia Cury Fernandes

doi:10.20343/teachlearninqu.12.15

Authors

Jens Koed Madsen London School of Economics and Political Science https://orcid.org/0000-0003-2405-8496
Nicole Lauren George London School of Economics and Political Science
Andreia Cury Fernandes Royal Free London Hospital

DOI:

https://doi.org/10.20343/teachlearninqu.12.15

Keywords:

didactic class, cognitive psychology, teaching techniques

Abstract

The didactic class is a pedagogical tool meant to increase classroom interactivity by encouraging student discussion of real-life cases in connection with theory. This paper evaluates the pedagogical impact of using a one-off didactic class where an external expert is brought in to discuss how to relate a cognitive psychology course’s content to real-life problems. Using a mixed-methods approach, we measure the undergraduate students’ sense of conceptual understanding, their perspective on applying cognitive sciences, their sense of belonging to the department, and their motivation to work. Students’ sense of understanding and their perspective in applying cognitive sciences to real-world problems significantly increased after this class. However, we found no significant differences in their sense of belonging to the department or their motivation to study. This suggests didactic classes may further course-specific content but do not change broader aspects of motivation or belonging. The qualitative interviews support the quantitative results. Students reported that didactic class made them think laterally about content from other modules and how they could apply theoretical insights to real-world problems, which boosted confidence. Students reported great satisfaction with the didactic class. Of course, the speaker must be relevant to the course content, and students should feel empowered and able to speak in class. However, these are practical concerns that should not discourage lecturers from exploring didactic classes as a fun and instructive tool that has significant pedagogical benefits.

Read the corresponding ISSOTL blog post here.

Metrics

Metrics Loading ...

Author Biographies

Jens Koed Madsen, London School of Economics and Political Science

Jens Koed Madsen (GBR) is an assistant professor at the Department of Psychological and Behavioural at London School of Economics and Political Science. His research focuses on belief and behaviour change in dynamic and complex systems.

Nicole Lauren George, London School of Economics and Political Science

Nicole Lauren George (GBR) was a student on the first cohort of the BSc psychological and behavioural sciences programme at London School of Economics and Political Science, where she continues to work part-time as a research assistant.

Andreia Cury Fernandes, Royal Free London Hospital

Andreia Cury Fernandes (GBR) is an obstetrician and gynaecologist under Health Education England, working for the NHS at the Royal Free Hospital. She has a special interest in benign gynaecological surgery and promoting women’s health.

References

Aguilera, David, and F. Javier Perales-Palacios. 2020. “What Effects do Didactic Interventions have on Students’ Attitudes Towards Science? A Meta-analysis.” Research in Science Education 50 (2): 573–97. https://doi.org/10.1007/s11165-018-9702-2. DOI: https://doi.org/10.1007/s11165-018-9702-2

Arnett, Jeffrey J. 2016. “The Neglected 95%: Why American Psychology Needs to Become Less American.” https://doi.org/10.1037/14805-008. DOI: https://doi.org/10.1037/14805-008

Barraket, Joe. 2005. “Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice.” Journal of University Teaching and Learning Practice 2 (2): 17–27. https://doi.org/10.53761/1.2.2.3. DOI: https://doi.org/10.53761/1.2.2.3

Biggs, John, and Catherine Tang. 2009. Teaching for Quality Learning at University. 3rd ed. Maidenhead, UK: Open University Press.

Braun, Victoria, and Virginia Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa. DOI: https://doi.org/10.1191/1478088706qp063oa

Fernando, Sithara Y. J. N., and Faiz M. M. T. Marikar. 2017. “Constructivist Teaching/Learning Theory and Participatory Teaching Methods.” Journal of Curriculum and Teaching 6 (1): 110–22. DOI: https://doi.org/10.5430/jct.v6n1p110

Fung, Dilly. 2017. A Connected Curriculum for Higher Education. London: UCL Press. DOI: https://doi.org/10.14324/111.9781911576358

Hahn, Ulrike, and Mike Oaksford. 2006. “A Normative Theory of Argument Strength.” Informal Logic 26 (1): 1–24. https://doi.org/10.22329/il.v26i1.428. DOI: https://doi.org/10.22329/il.v26i1.428

Harris, Adam J. L., Ulrike Hahn, Jens K. Madsen, and Anne S. Hsu. 2016. “The Appeal to Expert Opinion: Quantitative Support for a Bayesian Network Approach.” Cognitive Science 40 (6): 1496–1533. https://doi.org/10.1111/cogs.12276. DOI: https://doi.org/10.1111/cogs.12276

Henrich, Joseph, Steven J. Heine, and Ara Norenzayan. 2010. “The Weirdest People in the World?” Behavioral and Brain Sciences 33 (2–3): 61–83. https://doi.org/10.1017/S0140525X0999152X. DOI: https://doi.org/10.1017/S0140525X0999152X

Kedraka, Katerina, and Christos Kaltsidis. 2020. “Effects of the COVID-19 Pandemic on University Pedagogy: Students’ Experiences and Considerations.” European Journal of Education Studies 7: (8) http://dx.doi.org/10.46827/ejes.v7i8.3176. DOI: https://doi.org/10.46827/ejes.v7i8.3176

Kember, David, Winnie Jenkins, and Kwok Chi Ng. 2004. “Adult Students’ Perceptions of Good Teaching as a Function of their Conceptions of Learning—Part 2. Implications for the Evaluation of Teaching.” Studies in Continuing Education 26 (1): 81–97. https://doi.org/10.1080/158037042000199461. DOI: https://doi.org/10.1080/158037042000199461

Kennedy, Ruth. 2007. “In-class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills.” International Journal of Teaching & Learning in Higher Education 19 (2): 183–90.

Kukulska-Hulme, Agnes, Carina Bossu, Koula Charitonos, Tim Coughlan, Andrew Deacon, Nawaal Deane, Rebecca Ferguson, Christoethea Herodotou, et al. 2020. Innovating Pedagogy. Open University Innovation Report 8. The Open University, 1–49. https://www.open.ac.uk/blogs/innovating/?p=784.

Madsen, Jens Koed, Ulrike Hahn, and Toby D. Pilditch. 2020. “The Impact of Partial Source Dependence on Belief and Reliability Revision.” Journal of Experimental Psychology: Learning, Memory, and Cognition 46 (9): 1795–1805. https://doi.org/10.1037/xlm0000846. DOI: https://doi.org/10.1037/xlm0000846

Mathieson, Sue. 2014. “Student Learning.” In A Handbook for Teaching and Learning in Higher Education, 85–101. London: Routledge. ISBN: 0415434645.

Moate, Randall M., and Jane A. Cox. 2015. “Learner-Centered Pedagogy: Considerations for Application in a Didactic Course.” Professional Counselor 5 (3): 379–89. DOI: https://doi.org/10.15241/rmm.5.3.379

Naveh, Gali, Dorit Tubin, and Nava Pliskin. 2012. “Student Satisfaction with Learning Management Systems: A Lens of Critical Success Factors.” Technology, Pedagogy and Education 21 (3): 337–50. https://doi.org/10.1080/1475939X.2012.720413. DOI: https://doi.org/10.1080/1475939X.2012.720413

Oaksford, Mike, and Nick Chater. 2007. Bayesian Rationality: The Probabilistic Approach to Human Reasoning. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198524496.001.0001. DOI: https://doi.org/10.1093/acprof:oso/9780198524496.001.0001

Osborne, Jason W. 2012. Best Practices in Data Cleaning: A Complete Guide to Everything You Need to do Before and After Collecting your Data. Sage Publications. DOI: https://doi.org/10.4135/9781452269948

Sawilowsky, Shlomo S. 2009. “New Effect Size Rules of Thumb.” Journal of Modern Applied Statistical Methods 8 (2): 26. DOI: https://doi.org/10.22237/jmasm/1257035100

Shaffer, Kitt, and Juan E. Small. “Blended Learning in Medical Education: Use of an Integrated Approach with Web-Based Small Group Modules and Didactic Instruction for Teaching Radiologic Anatomy.” Academic Radiology 11 (9): 1059–70. https://doi.org/10.1016/j.acra.2004.05.018. DOI: https://doi.org/10.1016/j.acra.2004.05.018

Simiola, Vanessa, Brian Smothers, Richard Thompson, and Joan M. Cook. 2018. “A National Survey of Trauma Training in Psychology Internships.” Journal of Aggression, Maltreatment & Trauma 27 (3): 309–22. https://doi.org/10.1080/10926771.2017.1311977. DOI: https://doi.org/10.1080/10926771.2017.1311977

Sutherland, Dylan, Philip Warwick, John Anderson, and Mark Learmonth. 2018. “How Do Quality of Teaching, Assessment, and Feedback Drive Undergraduate Course Satisfaction in UK Business Schools? A Comparative Analysis with Nonbusiness School Courses Using the UK National Student Survey.” Journal of Management Education 42 (5): 618–49. https://doi.org/10.1177/1052562918787849. DOI: https://doi.org/10.1177/1052562918787849

TASO. 2022. Widening Participation Questionnaire. Accessed November 17, 2022.

UK National Student Survey (NSS) Annex A: Questionnaire for NSS 2024, https://www.officeforstudents.org.uk/media/8825/annex-a-nss-2024-full-questionnaire.pdf.

Virtanen, Anne, and Päivi Tynjälä. 2018. “Factors Explaining the Learning of Generic Skills: A Study of University Students’ Experiences.” Teaching in Higher Education. https://doi.org/10.1080/13562517.2018.1515195. DOI: https://doi.org/10.1080/13562517.2018.1515195

Wimpenny, Katherine, and Maggi Savin-Baden. 2013. “Alienation, Agency and Authenticity: A Synthesis of the Literature on Student Engagement.” Teaching in Higher Education 18 (3): 311–26. https://doi.org/10.1080/13562517.2012.725223. DOI: https://doi.org/10.1080/13562517.2012.725223

Zuckerman, Shelby E., Risa B. Weisberg, Amy K. Silberbogen, and David R. Topor. “A National Survey on Didactic Curricula in Psychology Internship Training Programs.” Training and Education in Professional Psychology 14 (3): 193–99. https://doi.org/10.1037/tep0000279. DOI: https://doi.org/10.1037/tep0000279