The Socratic Method: Empirical Assessment of a Psychology Capstone Course

Burns, Lawrence; Stephenson, Paul; Bellamy, Katy

doi:10.1177/1475725716671824

Cited by 6 publications

(5 citation statements)

References 47 publications

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“…Perry’s (1970) full learning model is based on a stage model of intellectual development and encompasses nine stages or positions. Starting with basic duality (in which knowledge is basically right or wrong), it culminates with a sense of personal identity and commitment despite uncertainty or conflicting sources (Burns, Stephenson, & Bellamy, 2016; Thomas, 2008). A precise balance of academic challenge and support (such as that found in the accelerator model) can aid a student’s movement through each of these stages (Brand, 1988; Canon & Newble, 2000; De L’Etoile, 2008; Nilson, 1998).…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education

Plominski

Burns

2017

Journal of Advanced Academics

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The purpose of this study was to describe the current state of psychological wellbeing in gifted and nongifted undergraduate student sample populations and identify undergraduate populations experiencing heightened levels of distress within a large Midwestern public university. Study participants included 641 honors and 386 nonhonors undergraduate students. Each participant completed an electronic survey including a series of 10 measures of psychological adjustment to assess student psychological wellbeing. Significant differences between honors and nonhonors student sample populations were identified. Findings also suggest sophomore students share unique characteristics that may be responsible for lower levels of psychological wellbeing. Potential services that may improve the university undergraduate experience are discussed.

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Section: Discussionmentioning

confidence: 99%

An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education

Plominski

Burns

2017

Journal of Advanced Academics

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“…The Socratic method can also encourage collaboration through establishing an expressive and supportive environment where constructive student group discussion is promoted (Burns, Stephenson, & Bellamy, 2016;Kerr, 1999). This can be achieved by the facilitator modeling positive group dynamics, offering a speculative "nudge" in discourse when it is necessary, and sitting back and allowing student discourse when possible and appropriate (Jones, 2014).…”

Section: Socrates and The Art Of Skillful Questioningmentioning

confidence: 99%

“…Valid assessment requires careful consideration of the whole: purpose, scope, and method. For example, Burns, Stephenson and Bellamy (2016) used the Learning Environment Preference instrument (LEP) (Moore, 1989) to assess 135 students' epistemological development in a series of separate 15-week capstone courses. Through the LEP measurements the study found that a capstone course, based on the Socratic teaching method, enabled students to demonstrate the ability to tolerate ambiguity and to challenge preconceived beliefs through the use of open discussion and scaffolded-learning, in contrast with the lecture-only control group.…”

Section: How To Assess Integrative Learningmentioning

confidence: 99%

Using Discussion to Teach Capstone Courses in Psychology

Meadows¹,

Rose²,

Burns³

et al. 2021

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The American Psychological Association (APA 2002(APA , 2007(APA , 2013 recommends the inclusion of a capstone course in psychology undergraduate teaching alongside traditional lecture-based learning. This review explores what is meant by a capstone course by taking a fresh look at empirically derived pedagogic theory and how this may address some long-standing curricular needs of the psychology faculty and undergraduate students. It then explores the use of Socratic teaching methods and how this could be used as a template for teaching a capstone course within psychology.

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“…The stages of simple to complex questions become the plot in this Socratic method, which is used to test the validity of students' beliefs about a problem object. The Socratic method is a very constructive method or builds knowledge for students (Stoddard & O'Dell, 2016;Burns et al, 2016;Astuti S. et al, 2019;Ismah & Muthmainnah, 2021;.…”

Section: ▪ Introductionmentioning

confidence: 99%

Application of the Socratic Method based on E-learning Moodle in Linear Algebra lectures

Fitriawan

Siregar

Sulistyowati

2022

JPMIPA

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This study aims to determine the application of the Socratic method in the LMS model platform at Tanjungpura University e-learning. The use of e-learning from UNTAN has been applied by researchers for 4 semesters and the Socratic method is the reference for research in this semester. The Socratic method is a learning method with a discussion process led by educators to make students think about the truth of the validity of their reasoning or to reach a correct conclusion. The whole conversation is a constructive conversation and uses Socratic questions in building learning. The data in this study were given before and after the Socratic method was applied. The quantitative method in a comparative form is the type of this research. The research population is second semester students who take elementary linear algebra courses which are divided into 4 classes, namely class IIA1, II A2, IIA3, and B. The research sample was taken with consideration because the researcher was in charge of the class, namely class IIA2. The data obtained were analyzed descriptively by using the t test. The results of data analysis showed that there was a significant increase in learning outcomes after the implementation of the Socratic method in learning in the Tanjungpura University model elearning platform.

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The Socratic Method: Empirical Assessment of a Psychology Capstone Course

Cited by 6 publications

References 47 publications

An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education

An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education

Using Discussion to Teach Capstone Courses in Psychology

Application of the Socratic Method based on E-learning Moodle in Linear Algebra lectures

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