Enhancing Pre-Service Students' Learning and Thinking about Bipolar Disorder Via Lecturer Descriptions of Living with Mental Illness
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Inquiry 25 (1):29-38 (2010)
Two lecture styles were examined to determine which was more effective for enhancing content learning in college students. The same experienced guest lecturer presented information about bipolar disorder (a combination of depression and mania) to college students in human service-related fields. Students in classes assigned to the control group received a standard, didactic lecture. In classes assigned to the experimental group, the presenter began the lecture by informing the students that she had bipolar disorder and enhanced the standard didactic lecture by interspersing descriptions of her personal experiences living with bipolar disorder. Content-specific pre-tests and post-tests developed by the researchers were used to compare acquisition of knowledge about the disorder across groups of students. Results showed that students who received the personal/experiential lecture acquired significantly more knowledge about bipolar disorder than did students who received the standard, didactic lecture. Theories and procedures that may enhance student learning and thinking in related areas are discussed
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Maralee Harrell, Using Argument Diagrams to Improve Critical Thinking Skills in 80-100 What Philosophy Is.
Roland Tormey & Deirdre Henchy, Re-Imagining the Traditional Lecture: An Action Research Approach to Teaching Student Teachers to 'Do' Philosophy.
Julia A. Sherman (2006). Bipolar Disorder Evolved as an Adaptation to Severe Climate. Behavioral and Brain Sciences 29 (4):421-422.
Maralee Harrell (2012). Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy. Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.
Caroline Jagoe & Ruth Roseingrave (2011). “If This is What I'm 'Meant to Be'…”: The Journeys of Students Participating in a Conversation Partner Scheme for People with Aphasia. [REVIEW] Journal of Academic Ethics 9 (2):127-148.
Cynthia Hughes (2010). A Preliminary Investigation Comparing Academic Locus of Control and Perceived Quality of Academic Life Across College Students with and Without Disabilities. Inquiry 25 (1):9-16.
Dennis P. Wittmer (2004). Business and Community: Integrating Service Learning in Graduate Business Education. [REVIEW] Journal of Business Ethics 51 (4):359-371.
Christine M. Cress (2003). Critical Thinking Development in Service-Learning Activities. Inquiry 23 (1-2):87-93.
George Graham (2010). The Disordered Mind: An Introduction to Philosophy of Mind and Mental Illness. Routledge.
Ramona Ilea & Susan Hawthorne (2011). Beyond Service Learning. Teaching Philosophy 34 (3):219-240.
Scott Seider & Jason Taylor (2011). Broadening College Student Interest in Philosophical Education Through Community Service Learning. Teaching Philosophy 34 (3):197-217.
Massimo Cocchi, Lucio Tonello & Fabio Gabrielli, The Human Aspect of Christ Between Classic and Quantum Consciousness: Gethsemane - Anxiety & Depression Between Biochemistry & Anthropology.
Amy L. Kenworthy (1996). Linking Business Education, Campus Culture and Community: The Bentley Service-Learning Project. [REVIEW] Journal of Business Ethics 15 (1):121 - 131.
Added to index2011-01-09
Total downloads4 ( #267,530 of 1,101,810 )
Recent downloads (6 months)2 ( #191,891 of 1,101,810 )
How can I increase my downloads?