Skate By? Not on My Watch: Redesign to Promote Conceptual Change in an Educational Psychology Course

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

Abstract

Prospective teachers possess well-developed beliefs about knowing and the nature of learning complete with a complementary repertoire of strategies to assist in navigation of their education programs. While these views and subsequent strategies have been adaptive for taking classes that promote rote memorization, these conceptions of learning are in conflict with findings in educational psychology. That is, they are at odds with the content of their educational psychology course. Unfortunately, budget constraints, administrative barriers, and a lack of risk-taking by instructors result in classrooms and structures that act to reinforce these beliefs rather than challenge them. Courses in education are unique in that the structure of the course sends messages to students about the nature of knowing and learning. An educational psychology course structured in such a way so as to be at odds with principals of learning has the potential to undermine the content of the course.

Using Patrick and Pintrich’s (2001) model of conceptual change for teachers as a guide, the present study will examine a redesign of one of two sections of a large (>70) educational psychology course during autumn of 2013. Patrick and Pintrich’s model acknowledged the role of motivational factors such as goals, interest and value, efficacy and control beliefs, and epistemological beliefs in conceptual change. They recommend that teachers of educational psychology be aware of the misconceptions students may be bringing to the course, provide opportunities for students to be aware of their own beliefs, promote mastery and understanding, and facilitate explicit discussion regarding the various epistemological factors that play a role in students’ beliefs.

The current structure of the course consists of two lectures and a shared recitation with another foundations course (special education). Also shared is an early field experience where students have an opportunity to put “theory into practice” under the guidance of a local cooperating teacher. Though attempts are made to make lecture interactive, the large class size makes it prohibitive to conduct activities that promote deeper understanding of the material. Thus, lectures generally consist of reviewing some of the main themes in the text, synthesis of readings, expansion of concepts, etc. The course is where the program addresses many of the state and national standards of teacher education, thus there is added pressure to “cover a lot of material.”

The proposed structure of the course moves the lectures online. Students can explore their conceptual understanding by making contributions to discussion boards. This positions students to have more control over their own learning and promotes the self-regulated learning strategies they will be expected to foster in their future students in preparing them for navigating a rapidly changing world. This also frees up class time to allow for a broader array of active learning strategies to identify and challenge students’ conceptions of learning, promote a deeper conceptual understanding of the material, and a greater exploration of what it means in their own classrooms.

Author

• Mike Yough, Purdue University