Addressing the COVID-19 Pandemic in Introductory Psychology Using the Jigsaw Method Adapted for Remote Learning

People's ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we cre...

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Bibliographic Details
Published in:Journal of college science teaching 2022, Vol.51 (3), p.5-11
Main Authors: Thieu, Monica Kim Ngan, Foo, John C, Marvin, Caroline B
Format: Article
Language:English
Subjects:
Active learning
Behavioral Objectives
Child development
Children & youth
Classrooms
Cognitive Development
Cooperative Learning
Coronaviruses
Course Content
COVID-19
Critical thinking
Curricula
Design
Distance learning
Educational Environment
Elementary Education
Introductory Courses
Learning management systems
Literacy
Medical research
Online Courses
Pandemics
Program Effectiveness
Psychological Studies
Psychology
Public policy
Research methodology
School Closing
Science
Science Curriculum
Scientists
STEM Education
Students
Teachers
Teaching
Teaching Methods
Thinking Skills
Undergraduate Students
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Summary:People's ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we created jigsaw-style modules organized around real-world applications of psychological research in which students applied results from empirical papers to address current issues and integrated their findings into group projects. In this article, we discuss a module focusing on how children's development might be impacted by different COVID-19 pandemic school opening policies. We found that students successfully applied empirical results to inform approaches to public policy. Our experience can offer guidance to future STEM instructors incorporating current events into course content to support student learning in a virtual learning environment.
ISSN:0047-231X
1943-4898
DOI:10.1080/0047231X.2022.12290554