Other Courses:The following courses also include this module in their teaching programme:-
Module PY0409 - Psychological Laboratory Experience and Skills 1
SYNOPSIS OF MODULE
The aim of the module is to introduce students to empirical work in psychology and to help them develop a range of skills that will be useful to them in planning, conducting, and reporting laboratory work and in deriving maximum benefit from their experiences on the degree (and beyond). The module is delivered as a series of practical sessions (in which students will take part in small-scale empirical research studies, both as “participants” and as “researchers”), and skills-based workshops (in which students will develop a range of professional and transferable skills). The practical sessions will provide students with opportunities to practice the skills in a structured setting, though students will also be able to use and benefit from the skills in other parts of the degree. Students will learn to conduct research in a number of core areas of psychology using quantitative methodologies , and with due regard to the professional issues associated with the discipline. Students are required to complete five formative assessments and two summative assessments The formative assessments will entail the students producing sub sections of a report (Abstract, Introduction, Methods, Results and Discussion). The first summative assessment is a research report (80% of module mark) and the second summative assessment is an oral presentation (20% of module mark). Feedback on the formative assessments will be peer review of the work using a detailed marking guide provided by the tutor. Rich and detailed individual feedback is provided for the summative written report. Immediate oral feedback is provided on the oral presentation. In addition, students’ are further asked to reflect upon their experience and evaluate their professional progress using Pebblepad.
Key learning outcomes include: being able to use University resources to locate psychological literature, awareness of professional conduct issues, including research ethics, carrying out and writing up research studies in an appropriate scientific style and being able to plan, structure and deliver an effective oral presentation of psychological research findings
INDICATIVE READING LIST OR OTHER LEARNING RESOURCES
Howart, D & Cramer (2011) Introduction to research Methods in Psychology (Third Edition). Edinburgh: Pearson
Cohen, R.J & Swerdlik, M.E (2010) Psychological Testing and Assessment (Seventh Edition). Singapore. McGraw-Hill
Albon, A (2007) Introducing Psychology through Research. McGraw-Hill. Open university Press
Freeman, R.P.J & Stone, T. (2006). Study skills for Psychology. Succeeding in your degree. London: Sage
Heffernan, T., (2005). A Student’s Guide to Studying Psychology (Third Edition). Hove: Psychology Press.
Sternberg, R.J., (2003). The Psychologist’s Companion: A Guide to Scientific Writing for Students and Researchers (Fourth Edition). Cambridge: Cambridge University Press.
1. Introduction to the module, the programme, and the requirements of being a student of psychology.
2. Using university facilities: e-mail; Blackboard; the internet; Pebble Pad; the Study Advice Service.
3. Locating relevant literature: locating relevant books, journal articles, and other appropriate sources using the library facilities, the internet, and databases.
4. Professional conduct, including issues of ethics, confidentiality and respect.
5. Introduction to quantitative research methods and their key features.
6. Taking part in empirical research as “participant” and “researcher”. . Approaches will include different types of experimental design, and make use of a range of equipment and materials.
7. Summarising sample data using descriptive statistics such as the mean and standard deviation .The use of tables and figures to show patterns among data.
8. Scientific writing. Appropriately citing and referencing sources. Avoiding academic misconduct, including an introduction to Turnitin UK plagiarism detection software. Planning, structuring and writing empirical reports and essays.
9. Working as part of a group., effective communication, self-management and interpersonal skills.
10. Presentation skills. Developing computer-based presentation skills (e.g. PowerPoint). Planning, structuring and delivering an effective oral presentation of psychological material.
11. Personal development monitoring. Accepting responsibility for learning and personal development. Managing and recording learning and development through the use of Progress Files. Using Progress Files for CV building and providing material for academic references.
AIMS OF MODULE
The aim of the module is to introduce students to empirical work in psychology and to help them develop a range of skills that will be useful to them in planning, conducting, and reporting laboratory work and in deriving maximum benefit from their experiences on the degree (and beyond). Practical sessions provide opportunities for students to take part in small-scale empirical research studies, both as “participants” and as “researchers”, and skills-based workshops serve as a forum for the development of a range of professional and transferable skills. Students will learn to conduct research in a number of core areas of psychology using quantitative methodologies, and with due regard to the professional issues associated with the discipline. Oral presentation skills will be developed, as will skills necessary for effective group-work. Throughout the module, self evaluation and reflection on personal development will be encouraged through the use of Pebblepad , with a view to instilling in students the need to build up a portfolio of their skills and achievements whilst on the degree programme, in order to maximise the chances career success.
On completion of the module, students will
1. Be able to use university facilities: email, BlackBoard, the internet, the Study Advice Service.
2. Be able to use library facilities, the internet and databases to locate relevant books, journal articles and other psychological literature.
3. Demonstrate awareness of professional conduct issues, including ethics, confidentiality and respect.
4. Be able to formulate appropriate research hypotheses and be aware of a range of both quantitative research methods.
5. Understand, have experience of, and be able to reflect upon the role of both the participant and the researcher in psychological research studies.
6. Have experience of a range of equipment and materials used in psychological research.
7. Have basic knowledge of a number of the core areas of psychology, and be aware of the kind of research questions that may be explored within each area.
8. Be able (with the aid of a computer) to generate basic summary statistics and generate tables and figures to display data arising from research studies carried out in practical sessions.
9. Be able to write and reference according to conventions used in psychology and be aware of relevant software available from the University (e.g. Endnote).
10. Be equipped to avoid academic misconduct by making use of software (e.g. Turnitin Uk) and other resources available from the University.
11. Be able to plan, structure and write in a scientific style.
12. Engage in group work and group discussions showing sensitivity to interpersonal factors.
13. Be able to plan, structure and deliver an effective oral presentation of psychological material, using PowerPoint and/or alternative visual aids.
14. Be aware of the need to accept responsibility for their own learning and personal development and make regular use of PebblePad
DISTANCE LEARNING DELIVERY
LEARNING AND TEACHING STRATEGY
Practical classes are designed to provide students with the opportunity to participate fully in empirical research both as a “participant” and a “researcher”. They are structured in such a way that the complexity of the issues considered increases as the module progresses. The skills workshops are designed so as to help students develop a range of professional and transferable skills that will be useful in helping them derive maximum from their studies, and following completion of the programme, in helping them fulfill career goals. The content of the skills workshops is aligned with the practical programme so that students have been introduced to a particular skill in anticipation of their needing it in the module assignments. Instruction in the use of PebblePad for personal development monitoring is included to enhance student awareness of the knowledge and skills acquired both here and elsewhere on the programme. Students will be expected to consult sources identified on the reading lists, and this directed learning will serve as a basis for further independent study of the issues addressed in the module
ASSESSMENT AND FEEDBACK STRATEGY
There are two components of summative assessment for this module:
The first is weighted at 80% of the module mark and requires each student to submit a full written psychological report. Each student will receive individual written feedback inline with the 20 day policy.
The second is weighted at 20% of the module mark and requires each student to contribute to an oral presentation of psychological material. Each student will receive immediate verbal feedback.
To facilitate the first summative assessment, there will be 5 formative assessment tasks. These will be compulsory and failure to complete these will result in a penalty in the first summative assessment mark (reduction of 5 marks for each formative assessment missed). Students will peer mark each formative assessment using a detailed marking guide provided by the tutor. The tutor will also provide model answers.
The Written Report will assess Learning Outcomes 1 – 12, whilst the oral presentation will assess Learning Outcomes 1, 2, 3, 8, 12 and 13.
Learning outcome 14 will not be assessed directly, but will be met through the process of experiential learning.
Interactions with support staff during both practical sessions and skills workshops will provide informal formative feedback on learning outcomes related to professional conduct (Learning Outcome ) 3 and good practice in relation to personal development monitoring (Learning Outcome 14).
IMPLICATIONS FOR CHOICE
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