Redesign of a Life Span Development Course Using Fink's Taxonomy
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| Title: | Redesign of a Life Span Development Course Using Fink's Taxonomy |
|---|---|
| Language: | English |
| Authors: | Fallahi, Carolyn R. |
| Source: | Teaching of Psychology. Jul 2008 35(3):169-175. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 7 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Feedback (Response), Learning Strategies, Classification, Academic Achievement, Undergraduate Students, Higher Education, Language Planning, Performance Based Assessment, Active Learning, Problem Based Learning, Likert Scales, Pretests Posttests, Lifelong Learning |
| DOI: | 10.1080/00986280802289906 |
| ISSN: | 0098-6283 |
| Abstract: | This study compared a traditional lecture-based life span development course to the same course redesigned using Fink's (2003) taxonomy of significant learning. The goals, activities, and feedback within the course corresponded to Fink's 6 taxa (knowledge, application, integration, human dimension, caring, learning how to learn). Undergraduates in both courses completed identical pretests and posttests that measured Fink's 6 taxa. Students in the redesigned course (N = 28) improved significantly in comparison with the traditional course (N = 54) in the domains of knowledge, application, integration, and human dimension. The findings demonstrate that Fink's taxonomy enables the design of a course based on goals as well as measurement of changes in domains of advanced learning. |
| Abstractor: | As Provided |
| Number of References: | 25 |
| Entry Date: | 2008 |
| Accession Number: | EJ802664 |
| Database: | ERIC |
| Abstract: | This study compared a traditional lecture-based life span development course to the same course redesigned using Fink's (2003) taxonomy of significant learning. The goals, activities, and feedback within the course corresponded to Fink's 6 taxa (knowledge, application, integration, human dimension, caring, learning how to learn). Undergraduates in both courses completed identical pretests and posttests that measured Fink's 6 taxa. Students in the redesigned course (N = 28) improved significantly in comparison with the traditional course (N = 54) in the domains of knowledge, application, integration, and human dimension. The findings demonstrate that Fink's taxonomy enables the design of a course based on goals as well as measurement of changes in domains of advanced learning. |
|---|---|
| ISSN: | 0098-6283 |
| DOI: | 10.1080/00986280802289906 |
