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Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach

Karantzas,GC, Avery,MR, MacFarlane,S, Mussap,A, Tooley,G, Hazelwood,Z and Fitness,J 2013, Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach, Australian journal of psychology, vol. 65, no. 1, pp. 38-45, doi: 10.1111/ajpy.12009.

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Title Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach
Author(s) Karantzas,GCORCID iD for Karantzas,GC orcid.org/0000-0002-1503-2991
Avery,MR
MacFarlane,SORCID iD for MacFarlane,S orcid.org/0000-0002-8904-8945
Mussap,AORCID iD for Mussap,A orcid.org/0000-0003-1290-3680
Tooley,GORCID iD for Tooley,G orcid.org/0000-0003-0191-3285
Hazelwood,Z
Fitness,J
Journal name Australian journal of psychology
Volume number 65
Issue number 1
Start page 38
End page 45
Total pages 8
Publisher Wiley
Place of publication London, Eng.
Publication date 2013-03
ISSN 0004-9530
1742-9536
Keyword(s) Collaborative learning
Critical analysis
Graduate attributes
Problem-based learning
Problem-solving
Social Sciences
Psychology, Multidisciplinary
Psychology
CRITICAL THINKING
STUDENTS
Summary Critical analysis and problem-solving skills are two graduate attributes that are important in ensuring that graduates are well equipped in working across research and practice settings within the discipline of psychology. Despite the importance of these skills, few psychology undergraduate programmes have undertaken any systematic development, implementation, and evaluation of curriculum activities to foster these graduate skills. The current study reports on the development and implementation of a tutorial programme designed to enhance the critical analysis and problem-solving skills of undergraduate psychology students. Underpinned by collaborative learning and problem-based learning, the tutorial programme was administered to 273 third year undergraduate students in psychology. Latent Growth Curve Modelling revealed that students demonstrated a significant linear increase in self-reported critical analysis and problem-solving skills across the tutorial programme. The findings suggest that the development of inquiry-based curriculum offers important opportunities for psychology undergraduates to develop critical analysis and problem-solving skills. © 2013 The Australian Psychological Society.
Language eng
DOI 10.1111/ajpy.12009
Field of Research 170110 Psychological Methodology, Design and Analysis
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069750

Document type: Journal Article
Collection: School of Psychology
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