Creating an Issues-Based Course in Educational Psychology: Utilizing Case Studies and Current Events as a Catalyst for Learning

• In Event: Iron Instructor: Educational Psychology—Harnessing the Power of Educational Research for Practice

Abstract

Although the importance of educational psychology is implied because of its inclusion in most teacher education programs, the struggle over how to create a meaningful course for preservice teacher candidates has often resulted in learning experiences that do not best meet the needs of preservice educators. Dembo (2001) suggested that the major controversy centers on both the objectives and the methodology used by instructors to reach their intended objectives. Specifically, the difficulties may arise because educators often want answers to specific problems that may occur in the classroom and explicit examples as to when they will use educational psychology in the classroom, whereas professors want to emphasize somewhat esoteric theoretical explanations of teaching and learning, (Aspy, 1970; Clinefelter, 1979; Sternberg, 1996). Considering these opposing perspectives can make the task of structuring a meaningful educational psychology course a daunting task.

One promising approach to bridge this chasm is to use case studies and current events to frame the pivotal content in the field of educational psychology. Although this approach is not new in higher education and is often used in law, medicine and business, using case studies and current events as the foundation of an educational psychology course is not typically seen. Instead what is more common is for instructors of educational psychology to present key theories in the field and then utilize case studies and current events to apply that theoretical information (Engle & Faux, 2006). Our goal is to create an undergraduate course in educational psychology where the case studies and issues are the driving force of the discussion of theory, rather than the afterthought in applying the theory. This approach will more closely resemble the actual PK-12 classroom where teachers are presented with an issue (e.g., bullying) and then must consider what knowledge will be most helpful in resolving it.

The course being revamped in this way is taught to education majors typically in their sophomore year at a comprehensive state university where field components are integral to our teacher education programs. In fact, students in this course spend eight half-days or eight full-days (depends on whether the students are in our secondary or elementary/special education sections of the course) in a local urban classroom.

Even though our students are immersed in classrooms during their field experiences, using constructivist pedagogy in this way can still pose its’ own set of challenges and often can result in confusion if students do not perceive a logical flow to the course. As discussed by Sudzina (1997), the challenges can be overcome if certain aspects of this constructivist problem-based approach are evident in the design of the course. As she discusses in her review related to case based teaching, careful planning, adhering to a schedule, and allowing adequate time for content and case discussion can aid students in both learning and transferring content in educational psychology to the PK-12 classroom.

Authors

• Sandra A. Deemer, Millersville University of Pennsylvania

• Laurie B. Hanich, Millersville University of Pennsylvania