i-manager Publications

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

Most Cited

Volume 1 Issue 1 May - July 2007

Article

Cognitive Psychology - An Educational Insight

Brent Muirhead*

* College Campus Chair of the Arts and Science College ,Atlanda,GA,University of Phoenix.

Brent Muirhead (2007). Cognitive Psychology - An Educational Insight. i-manager’s Journal on Educational Psychology, 1(1), 1-14. https://doi.org/10.26634/jpsy.1.1.452

Abstract

Cognitive psychology offers relevant insights into improving the teaching and learning process. The author has selected ten questions from a graduate class in cognition and learning taken at The Teachers College, Columbia University. The questions will be used to examine the most effective ways to learn and recall information.

References

[1] Anderson, J. R. (2005). Cognitive psychology and Its Implications (6th ed.), New York, NY: Worth Publishers.

[2] Anderson, J. R. (1974).Verbatim and propositional representation of sentences in immediate and long-term memory. Cognitive Psychology, 6,451 -474. In Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York, NY: Worth Publishers.

[3] Andrade, J., & May, J. (2004). Instant notes: Cognitive psychology. New York, NY: Graland Science/BIOS Scientific Publishers.

[4] Babrick, H. R, & Phelps, E. (1987). Retention of Spanish vocabulary over eight years. Journal of Experimental Psychology: Learning, Memory, & Cognition, 13,344-349. In Sternberg, R. J. (2003) Cognitive psychology and its Implications (6th ed.). Belmont, CA: Wadsworth/Thomson Learning.

[5] Branford, J. D. Brown, A. L., Cocking (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

[6] Bruning, R. H., Schraw, G. J., Norby, M. N., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Pearson.

[7] Courts, R L. 8t McInerney, K. H. (1993). Assessment in higher education: Politics, pedagogy, and portfolios. Westport, CN: Praeger.

[8] Craik, F. I. Ml., 8i Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684. In Anderson, J. R. (2005). Cognitive psychology and its Implications (6th ed.). New York, NY: Worth Publishers.

[9] Emmerson, R G. (1986). Perceptual and Motor Skills, 63, 1047-1050. In Shanks, D. (2004). C530: Human learning and memory.

[10] Eysenck, M. W. (2001). Principles of cognitive psychology (2nd ed.). New York, NY: Psychology Press.

[11] Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34,906-911

[12] Gernsbacker, M. A. (1985).Surface information loss in comprehension. Cognitive psychology, 17,324-363. In Anderson, J. R. (2005). Cognitive psychology and its Implications (6th ed.). NewYork, NY: Worth Publishers.

[13]. GIenberg,A. M. (1979). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory & Cognition, 7 (2), 95-112. In Sternberg, R. J. (2003) Cognitive psychology and its Implications (6th ed.). Belmont, CA: Wadsworth/Thomson Learning.

[14]. Hachey, A. C. (2005, Spring). Cognition and learning, HUDK4029. Teachers College, Columbia University: NewYork, NY

[15]. Jacobs, L., & Troester, E. (2004). Context-dependent memory: The effects of seating on recall and recognition.

[16]. King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31,338-368. In Bruning, R. H., Schraw,

[17]. Knowles, M. S. (1990). Fostering competence in self- directed learning. In R, S. Smith (Ed.). Learning to learn across the life span. San Francisco: Jossey-Bass

[18]. Livingston, J. (1997). Metacognition: An overview.

[19]. Loftus, E. (2003). Make-believe memories. American Psychologist, 58,864-8 73.

[20]. Loftus, E. (1992). When a lie becomes memory's truth: Memory distortion after exposure to misinformation. Current Directions in Psychological Science, 1, 121-123. In Eysenck, M. W. (2001). Principles of cognitive psychology (2nd ed.). New York, NY: Psychology Press.

[21]. Mandler, J. M. & Richtey, G. H. (1997). Long-term memoryfor pictures. Journal of Experimental Psychology: Human Learning and Memory, 3, 386-396. In Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York, NY: Worth Publishers.

[22]. Posner, M.l. (1980). Orienting of attention: The Vllth Sir Frederic Bartlett lecture. Quarterly Journal of Experimental Psychology, 32A, 3-25. In Eysenck, M. W. (2001). Principles of cognitive psychology (2nd ed.). New York, NY: Psychology Press

[23]. Pritchard, E. (2000). Attention and memory lecture Notes.

[24]. Reitman, J. S. (1974). Without surreptitious rehearsal, information in short-term memory decay. Journal of Verbal Learning and Verbal Behavior, 13, 365-377. In Sternberg, R. J. (2003) Cognitive psychology and its implications (6th ed.). Belmont, CA: Wadsworth/Thomson Learning,

[25]. Schacter, D. L. (1996). Searching for memory: The brain, the mind, and the past. New York, NY: Basic Books. Shanks, D. (2004). C530: Human learning and memory.

[26]. Simon, H., & Gilmartin, K. (1973). A simulation of memory for chess positions. Cognitive Psychology, 5, 29¬46, In Sternberg, R. J, (2003) Cognitive psychology and its implications (6th ed.). Belmont, CA: Wadsworth/Thomson Learning

[27]. Sternberg, R. J. (2003) Cognitive psychology and its implications (6th ed.). Belmont, CA: Wadsworth/Thomson Learning,

[28]. Waugh, N. C. & Norman, D. A. (1965). Primary memory. Psychological Review, 72, 89-104. In Bruning, R. H„ Schraw, G. J., Norby, M. N., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Pearson,

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Article

On Adopting a Cognitive Orientation in EFL Writing Classroom

Mohammad Ali Salmani Nodoushan*

*English Department,University of Zanjan,Zanjan,Iran.

Dr. Mohammad Ali Salmani Nodoushan (2007). On Adopting a Cognitive Orientation in EFL Writing Classroom. i-manager’s Journal on Educational Psychology, 1(1), 15-18. https://doi.org/10.26634/jpsy.1.1.453

Abstract

The present paper underscores the importance of the cognitive orientation of EFL students in their success in writing courses. A few suggestions are made as to how EFL teachers can put their students on the right cognitive path in their writings.

References

[1]Altman, H. B., & James, C. V. (1980). Foreign language teaching: Meeting individual needs. Oxford; Pergamon Press.

[2] Littlewood, W. (1981). Communicative language teaching: An Introduction. Cambridge: Cambridge University Press.

[3] Nunan, D. (1987). The teacher as curriculum developer. Adelaide: National Curriculum Resource Center.

[4]Prabhu, N. S. (1987). Second language pedagogy: A perspective. Oxford: Oxford University Press.

[5]Trimble, L. (1985). English for science and technology: A discourse approach. Cambridge: Cambridge University Press.

[6]Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.

[7]Widdowson, H. G. (1984). Learning purpose and languageuse. Oxford: Oxford University Press.

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Article

The Psychology of Learning

Rangaswamy.A* , P. Balasubramian, Sweety Nirmala R*

Professor of Head, Dept of management studies,Infant Jesus college of Engineering,Keelavallanadu,Tuticorin.

Librarian,Infant Jesus college of Engineering,Keelavallanadu,Tuticorin.

Research Scholar ,Alagappa University,Karaikudi.

Rangaswamy A, Balasubramanian P and Sweety Nirmala R (2007). The Psychology of Learning. i-manager’s Journal on Educational Psychology, 1(1), 19-22. https://doi.org/10.26634/jpsy.1.1.454

Abstract

Psychology aims at studying the behaviour of individual and group. Learning includes providing activities and subjects according to the maturity level of the students. The explosion of information technology has been exercising far reaching influence on the area of educational psychology. Starting from childhood if psychology of learning is utilized positively it would play a vital role in the building up of a bright career of a child. Over a period of 50 years about 8400 lakhs of children were enrolled in the elementary schools in India. So is the responsibility of the teacher to provide subjects according to the maturity level of the students and develop them into better citizens of India.

References

[1] Beiggs.L.S. "Educational Psychology", Fitteburgh American Institute for Research, 1966.

[2]DasR.C. "Educational Psychology", Sterling Publishers, New Delhi -1999.

[3]Hancock Alan, "Planning for Educational Psychology", Longmans London, 1977.

[4]Kulkarni, S.S., "Teaching Learning process-A system Analysis"- UNESCO Regional Office for education in Asia, Bangkok, 1975.

[5]Mohathy.J. "Educational Broadcasting, Radio and Television education. Sterling Publishers, New Delhi, 1984.

[6]Sampath.K., "Introduction to Educational Psychology", Sterling Publications, New Delhi, 1981.

[7]Seema Sharma, "Advanced Educational Psychology", Anmol Publications (P) Limited, New Delhi 2005.

[8] Vadanayagam.G., "Teaching Technology for college Teachers"- Sterling Publishers, New Delhi 1989.

[9] Publications divisions. Ministry of Information and Broadcasting, Government of India, India, Year Book, New Delhi 2006.

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Article

Evolving a Learning Community through Systems Thinking

Vinita Singh*

*Assistant Professor , University of Vanasthali,Rajasthan ,India.

Vinita Singh (2007). Evolving a Learning Community through Systems Thinking. i-manager’s Journal on Educational Psychology, 1(1), 23-27. https://doi.org/10.26634/jpsy.1.1.455

Abstract

Systems thinking plays a key role in producing the understanding of a big picture — a broader view of looking at the overall system needed to develop a learning community more effectively. Practical expectations to improve the functioning of Human systems, here teacher preparedness, on identifying possible interventions, relate at description and partial evaluation of how the systems work. This paper circumscribes linguistic situations and considers individual differences, reluctance for a pedagogical change and administration as interventions in a specific human learning system of importance in education during teacher training. Thereby, an Intervention Solving Protocol [ISP] was addressed to the following problem: How can we improve a learning community of students enrolled in teacher training? In what follows, intervention-solving protocol called ISP explicates the interventions to bring about a transformation to attain the desired state of linguistic education, improved communication and enhanced thinking.

References

[1] Bellinger, Gene (2004). 'Systems Thinking: An Operational Perspective of the Universe'.

[2] Bohm, David, Donald Factor and Peter Garrett (1991). 'Dialogue - A Proposal', transcribed by Richard Burg.

[3] Checkland, R B. (1981).' Systems Thinking, Systems Practice. Chichester: John Wiley and Sons in Soft Systems in Software Design. Mathiassen, Munk-Madsen, Nielsen & Stage.

[4] Cooper, Betty. (1998) 'Systems Thinking: A Requirement for all Employees', Center for the Study of Work Teams, University of North Texas

[5] Passi, B.K. (2004). 'Building Learning Organization in Higher Education', Presidential Address, Educational Management of Institutions of Higher Learning, Pondicherry, India.

[6] Passi, B.K. (2005).'Creating Learning Institutions for Progress', workshop, Indore, India.

[7] Passi, B.K. (2005). 'Learning Centered Holistic Education', Presidential Address St. Ignatius College of Education, Palayamkottai, Tamilnadu, India.

[8] Smith, M. K. (2001) 'Peter Senge and the learning organization', the encyclopedia of informal education.

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Research Paper

Alternative Assessment in Problem-Based Learning: Strengths, Shortcomings and Sustainability

Muthu Kumar* , Uma Natarajan**

*Educational Specialist,Duke-NUS Graduate Medical School,Singapore.

**Research Associate ,Center for Research in Pedagogy and practice,National Institute of Education,NTU,Singapore.

Muthu Kumar and Uma Natarajan (2007). Alternative Assessment in Problem-Based Learning: Strengths, Shortcomings and Sustainability. i-manager’s Journal on Educational Psychology, 1(1), 28-35. https://doi.org/10.26634/jpsy.1.1.456

Abstract

Problem-based learning (PBL) is a pedagogical method that challenges students to think intuitively, learn co-operatively in groups to seek solutions to real world problems. These problems are used as the building blocks to engage students' curiosity and initiate independent learning of subject matter. Authentic, alternative assessment plays a key role in the effective implementation of a PBL unit. The discussions in this paper are drawn upon the learning experiences of students enrolled in a tertiary institution that has developed its curricular design based upon a rigorous PBL model. Based upon student feedback, some crucial issues focusing on the inherent strengths and pitfalls of authentic assessment techniques in the context of a PBL environment are explored. Students’ comments on possible improvements to the assessment system are also analysed in this paper.

References

[1]Albanese, M.A. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic medicine: Journal of the Association of American Medical Colleges, 68 (1), 52-81.

[2]American Association for Higher Education (1992). Nine principles of good practices for assessing student learning, Washington, D.C.: American Association for Higher Education.

[3]Assessment of students' problem-based learning. Retrieved online June 28, 2005 http://edweb .sdsu.edu/clrit/learningtree/PBL/webassess/studentNclass es.html

[4]Barr, R., &Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-25.

[5]Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68,3-12.

[6]Boud, D. & Feletti, G. I. (1991). The challenge of problem-based learning, London, Kogan.

[7]Cockrell, K. S., Caplow, J. A. H., & Donaldson, J. F. (2000). A Context for Learning: Collaborative groups in the problem-based learning environment. Review of Higher Education 23 (3), 347-363.

[8]Ewell, R T. (1997). Organizing for learning: A new imperative. AAHE Bulletin, 50 (4), 3-6.

[9]Ewing, S. C. (1998). "Alternative assessment: Popularity, pitfalls, and potential." Assessment Update: Progress, Trends, and Practices in Higher Education 10, (1)1,2,11,12.1,2,11,12.

[10]Major, C. (1999). Connecting what we know and what we do through problem-based learning. AAHE Bulletin, 51 (1), 7-9.

[11] National Education Goals Panel. (1992) .The national education goals report: Building a nation of learners. Washington, DC: U. S. Government Printing Office.

[12]Nightingale,P.,Te Wiata ,I.,Toohey,S.,Ryan,G.,Hughes,C.,&Magin,D.(eds).(1996).Assessing learning in Universities,Sydney:UNSWPress.

[13]Nowak ,J.A.,&Plucker,J.A.(1999).Do as I Say ,Not as I Do?Student Assessment in problem Based Learning Retrived 1 August ,2005.

[14]Reis,S.M.,&rENZULLI,j.s.(1991).The assessment of creative products in programs for gifted and talented students.Gifted Child Quarterly,35,128-134.

[15]Vernon,D.A.&Blake ,R.L.(1993).Does problem based learning work?A meta -analysis of evaluative research.Academic Medicine,68(7),550-563.

[16]Worthen ,B.(1993).Critical issues that will determine the future of alternative assessment.Phi Delta kappan 74,(6),444-448,450-454.

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Research Paper

Personality Characteristics of Polytechnic University of the Philippines (Pup) Entrance Scholars from Public and Private High Schools from the Urban and Rural Areas: A Comparative Study

Flordeliza E. Alvendia*

*Guidance Counselor,Laboratory High School,Polytechnic University of the Phillippines.

Flordeliza E. Alvendia (2007). Personality Characteristics of Polytechnic University of the Philippines (Pup) Entrance Scholars from Public and Private High Schools from the Urban and Rural Areas: A Comparative Study. i-manager’s Journal on Educational Psychology, 1(1), 36-46. https://doi.org/10.26634/jpsy.1.1.458

Abstract

This is a study on the “Personality Characteristics of Polytechnic University of the Philippines (PUP) Sta. Mesa Entrance Scholars from Public and Private High Schools from the Urban and Rural Areas: A Comparative Study”. The PUP has been a second home to its students and has been witness to diverse cultures, physiques, and attitudes of students. Since the university caters to different demographic profiles of students, there are points of distinction that are prevalent. In order to understand the behavioral patterns of these students, the academe puts premium in research and student development.

References

[1] Aganon, Allen and David, Ma. Assumpta S., RVM. Sikolohiyang Pilipino Isyu, Pananaw at Kaalaman: National Book Store. 1985 Atkinson, Richard C„ Atkinson, Rita L. and Hilgard, Ernest R. Introduction to Psychology, 8th Edition. New York: Harcourt Brace Jovanovich, Inc. 1983.

[2] Birion, Juan C., Cabacungan, Fidela O., De Lara Carmelita G., Hilario, Christie R., Lico, Clarita M., and Naval, Victoria C. General Statistics, Revised Edition. Manila: GIC Enterprises & Co., Inc. 1989.

[3] Brehm, Sharon S. and Kassin, Saul M. Social Psychology. Boston: Houghton Mifflin Company. 1989.

[4] Crider, Andrew B., Geothals, George R., Kavanaugh, Robert D. and Solomon, Paul R. Psychology, Glenview, Illinois: Scott, Foresman and Company. 1989.

[5] Hadisumarto, Ignatius Wuryanto. Relationship of Ethnicity, Personality Characteristics and Purpose in Life Preferred in Counseling Style of Students From The Three Jusuit High School in Indonesia. Unpublished Master's Thesis, De La Salle University, Manila, 1959.

[6] Hall, Calvin S. Lindzey, Gardner and Campbell, John B. Theories of Personality 4th Edition. New York: John Wiley & Sons, Inc. 1998.

[7] Hernawati, Lucia. Parent-Child Relationship and Personality Characteristics in Relation to Preferred Counseling Style in Soegi Japranata Catholic Univeirsity. Unpublished Master's Thesis, De La Salle University, Manila, 1994.

[8] Kilayko, Chloe Socorro G. Personality Differences of Filipino Children Based on the Adlerian Theory of Birth. Unpublished Master's Thesis, De La Salle University, Manila, 1983.

[9] Jao, Loreto V. Brochure. Office of the Scholarship and Financial Assistance. Manila, Polytechnic University of the Philippines Printing Press, 1981.

[10] Limpingco, Delia A. and Tria, Geraldine E. Personality. Quezon City: Ken Incorporated. 1999.

[11] Pineda, Sis. M. Filipina, OSB. Comparative Study of Socio-EconomicStatus, Academic Performance and NCEE Scores of the High School Seniors of Three Benedictine Schools in Pampanga. Unpublished Master's Thesis, De La Salle University, Manila, 1977.

[12] Sanchez, Custodiosa A. Methods and Techniques of Research, 3rd Edition. Manila: Rex Bookstore. 1997.

[13] Wortman, Camille B. and Loftus, Elizabeth E. Psychology, 3rd Edition. New York: Alfred A. Knopt, Inc, 1988.

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Research Paper

Students’ Assessment of Their Teachers’ Encouragement in the Classroom for the Promotion of Creativity

Mahender Reddy Sarsani*

Assosiciate Professor &Former Principal and Head ,University college of education ,Kakatiya ,Warangal,Andhara Pradesh,India.

Mahender Reddy Sarsani (2007). Students’ Assessment of Their Teachers’ Encouragement in the Classroom for the Promotion of Creativity. i-manager’s Journal on Educational Psychology, 1(1), 47-60. https://doi.org/10.26634/jpsy.1.1.460

Abstract

The present study was aimed to assess the teachers’ encouragement in the classroom for the promotion of students’ creativity. A survey method was used for the present research with a sample of 373 subjects from ninth class. For collection of data four instruments were used, namely Student Information Sheet (SIS), two tests of ‘Creative Thinking’ (Verbal and non-verbal) and Teacher Encouragement Scale (TES). The TES was developed specially for this research project. It was designed for the students to rate the extent to which their teachers encouraged creativity in the classroom. The analysis of Teacher Encouragement Scale (TES) showed no significant difference was found for sex and medium of instruction. Students from boys’ schools were more favourable towards the teacher encouragement than girls and coeducation school students. The highly creative students had more favourable attitudes towards teacher encouragement as perceived by students than their counterparts of average and low creative groups. It indicates that level of students’ creativity proportionate to the teacher encouragement.

References

[1]Agarwal, K. R (1992). Development of Creativity in Indian Schools some related issues. New Delhi: Concept Published Company.

[2]Craft. A. (2005). Creativity in Schools: Tensions and Dilemmas. London: Routledge, 41 -44.

[3]Duric, Ladislav (1979). Essentials of educational psychology. London: Jessica Kingsley Publishers in association with UNESCO, pp. 101-115.

[4]Ellis, K. (1993). Teacher questioning behaviour and student learning: What research says to teachers. A paper presented at the convention the western states communication Association Albuquerque, New Mexico.

[5]Foster. J. (1971). Creativity and the Teacher. Basingstoke London: Macmillan Education Ltd. pp. 40-44, 138-145,155-157.

[6]Fryer. M. (1989). Teachers' views on creativity. Unpublished PhD thesis, Leeds: Leeds metropolitan University.

[7]Fryer. M. (1996). Creative teaching and learning London: Paul Chapman Publishing Ltd.

[8]Goodale, R. A. (1970). Methods for encouraging creativity in the classroom. Journal of creative Behaviour, Vol. 4. No.2, pp.91-102.

[9]Jeffrey, B and Craft. A. (2004b). Creative practice and practice which fosters creativity. In L. Miller and J. Devereux (eds.) Supporting Children's Learning in the early years. London: David Fulton Press

[10]Jeffrey, B. and Craft, A. (2004a). Teaching creativity and teaching for creativity: distinctions and relationships. Educational Studies, 30(1).

[11]Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological measurement, pp. 20,141 -151.

[12]Mehdi, B. (1973, 85a). Manual of Verbal Test of Creative Thinking (2nd ed.). Aligarh: Publisher Mrs. Q. Fatima.

[13].Mehdi, B. (1977). Creativity, Intelligence and Achievement - A correlational study. Psychological studies, Vol. 22, No. 1, pp. 55-62.

[14]NACCCE (1999). National Advisory Committee on Creative and Cultural Education All our Futures: Creativity, Culture and Education. London: DFEE, pp. 89-90.

[15]Naidu, R. V. (1987). Teachers' Behaviour and Students' Learning: A study of classroom Interaction, Hyderabad: Ramakrishna Press.

[16]Ng, A.K. & Smith, I. (2004). Why is there a paradox in promoting creativity in the Asian classroom?. In S. Lau, A.N.N.Hui and G.Y..Ng (eds). Creativity: When East Meets West. Singapore: World Scientific Publishing Co. Pte. Ltd, pp.87-112

[17]Oppenheim, A. N. (1992). Questionnaire design. Interviewing and Attitude Measurement (new ed.). London: Pinter publishers.

[18]Passi, B. K. (1989). What research says to classroom teachers. Developing Creative Thinking Workshop Organised by Navodaya Vidyalaya Samithti, New Delhi and Devi Ahilya Vishwavidyalaya, Indore, pp. 1 -13.

[19]Perrott, E. (1982). Effective Teaching: a practical guide to improve your teaching. London: Longman, p, 93-109.

[20]Poole, M. (1979). Creativity Across the Curriculum. Sydney George Allen & UNWIN pp. 9,12-15,81 -84.

[21]Powell Jones, T. (1972). Creative Learning in Perspective. London: University of London Press Ltd. pp. 6-7,24-25,108-110.

[22]Rogers, C. R. (1959). Toward a Theory of Creativity. In H. H. Anderson (Ed.). Creativity and its Cultivation. New York: Harper & Bros, pp. 69-82.

[23]Sarsani, M. R (1999). Exploring the promotion of creative thinking among secondary school students in India. Unpublished PhD thesis. University of London, London.

[24]Singh, R. R, and Das, M. (1989). Attitude of teachers towards creative learning and Teaching. Indian Educational Review, vol. Xxiv, No. 2, pp. 120-124.

[25]Torrance, E. R (1962a). Guiding creative talent. N.J: Prentice-Hall, Inc. pp. 2-7,30-31,84-103,193-195,206.

[26]Torrance, E. R (1962b). Developing Creative Thinking Through School Experiences. In S. J. Parnes and H. F. Harding (Eds.), A Source Book for Creative Thinking, New York: Charles Scribner's Sons, pp.31-47.

[27]Torrance, E. R (1965). Rewarding creative Behaviour experiments in classroom creativity, NJ: Prentice-Hall, Inc. pp.6-12.

[28]Torrance, E. R and Myers, R. E. (1974). Creative Learning & Teaching. (6th print) New York: Dodd, Mead & Company, pp. 13, 22, 37, 83, 156, 189, 195, 219- 238,252-55,289.

[29]Wallace, B. (1986). Creativity: Some definitions: the creative personality; the creative process, the creative classroom. Gifted Education International. Vol. 4, No. 2, pp. 68-73.

[30]Wodtke, K. H. (1975). Teacher classroom control, pupil creativity, and pupil classroom behaviour. The Journal of Experimental Education, Vol. 34, No. 1, pp. 59¬65.

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Research Paper

Discussion Based Fish Bowl Strategy in Learning Psychology

G. Singaravelu*

*Lecturer, Department of Educational Technology, Bharathiar University, Coimbatore, Tamilnadu.

Singaravelu G (2007). Discussion Based Fish Bowl Strategy in Learning Psychology. i-manager’s Journal on Educational Psychology, 1(1), 61-63. https://doi.org/10.26634/jpsy.1.1.462

Abstract

The present study investigates the learning problems in psychology at Master of Education(M.Ed.,) in Bharathiar University and finds the effectiveness of Discussion Based Fish Bowl Strategy in learning psychology. Single group Experimental method was adopted for the study. Both qualitative and quantitative approaches were adopted for this study. Twenty five students were taken for the study. Discussion Based Fish Bowl Strategy is more effective than conventional approaches in learning psychology.

References

[1].Hannafin, M.J. (1989) Interaction Strategies and emerging Instructional Technologies, psychological perspectives Canadian Journal Educational Communication, 18(3), 167-179.

[2].Edward, A.L (1960) Experimental Design in psychological research. New York: Henry Holt and co.

[3].Sharma, Gianilal (1994), Effectiveness of certain Teaching Techniques on Higher order Learning Outcomes in Ph.D., Education at Himachal Pradesh University..

[4].Ormond, J.E (2000), Education Psychology (3rd) Edition, Prentice Hall, New Jersy, (P125-131). .

[5].SantrockJohn.W (2004), Educational Psychology, M.C.GrawHill: New York. .

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

Most Read

Most Cited

Volume 1 Issue 1 May - July 2007

Brent Muirhead*

* College Campus Chair of the Arts and Science College ,Atlanda,GA,University of Phoenix.

Brent Muirhead (2007). Cognitive Psychology - An Educational Insight. i-manager’s Journal on Educational Psychology, 1(1), 1-14. https://doi.org/10.26634/jpsy.1.1.452

Abstract

References

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Mohammad Ali Salmani Nodoushan*

*English Department,University of Zanjan,Zanjan,Iran.

Dr. Mohammad Ali Salmani Nodoushan (2007). On Adopting a Cognitive Orientation in EFL Writing Classroom. i-manager’s Journal on Educational Psychology, 1(1), 15-18. https://doi.org/10.26634/jpsy.1.1.453

Abstract

References

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Rangaswamy.A* , P. Balasubramian**, Sweety Nirmala R***

*Professor of Head, Dept of management studies,Infant Jesus college of Engineering,Keelavallanadu,Tuticorin. **Librarian,Infant Jesus college of Engineering,Keelavallanadu,Tuticorin. ***Research Scholar ,Alagappa University,Karaikudi.

Rangaswamy A, Balasubramanian P and Sweety Nirmala R (2007). The Psychology of Learning. i-manager’s Journal on Educational Psychology, 1(1), 19-22. https://doi.org/10.26634/jpsy.1.1.454

Abstract

References

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Vinita Singh*

*Assistant Professor , University of Vanasthali,Rajasthan ,India.

Vinita Singh (2007). Evolving a Learning Community through Systems Thinking. i-manager’s Journal on Educational Psychology, 1(1), 23-27. https://doi.org/10.26634/jpsy.1.1.455

Abstract

References

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Muthu Kumar* , Uma Natarajan**

*Educational Specialist,Duke-NUS Graduate Medical School,Singapore. **Research Associate ,Center for Research in Pedagogy and practice,National Institute of Education,NTU,Singapore.

Muthu Kumar and Uma Natarajan (2007). Alternative Assessment in Problem-Based Learning: Strengths, Shortcomings and Sustainability. i-manager’s Journal on Educational Psychology, 1(1), 28-35. https://doi.org/10.26634/jpsy.1.1.456

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Flordeliza E. Alvendia*

*Guidance Counselor,Laboratory High School,Polytechnic University of the Phillippines.

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Mahender Reddy Sarsani*

Assosiciate Professor &Former Principal and Head ,University college of education ,Kakatiya ,Warangal,Andhara Pradesh,India.

Mahender Reddy Sarsani (2007). Students’ Assessment of Their Teachers’ Encouragement in the Classroom for the Promotion of Creativity. i-manager’s Journal on Educational Psychology, 1(1), 47-60. https://doi.org/10.26634/jpsy.1.1.460

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G. Singaravelu*

*Lecturer, Department of Educational Technology, Bharathiar University, Coimbatore, Tamilnadu.

Singaravelu G (2007). Discussion Based Fish Bowl Strategy in Learning Psychology. i-manager’s Journal on Educational Psychology, 1(1), 61-63. https://doi.org/10.26634/jpsy.1.1.462

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Rangaswamy.A* , P. Balasubramian, Sweety Nirmala R*

Professor of Head, Dept of management studies,Infant Jesus college of Engineering,Keelavallanadu,Tuticorin.

Librarian,Infant Jesus college of Engineering,Keelavallanadu,Tuticorin.

Research Scholar ,Alagappa University,Karaikudi.

*Educational Specialist,Duke-NUS Graduate Medical School,Singapore.

**Research Associate ,Center for Research in Pedagogy and practice,National Institute of Education,NTU,Singapore.