Chaves, TDA

Dunsmuir, S

Norris, E

Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior

introduction to psychology teaching could help pupils make more informed choices to study it. This study

evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called ‘Myth-Busting the

Brain’. A pre-/post-programme questionnaire investigated pupil interest towards future psychology study,

interest in the programme and approaches to learning. There was no significant difference between timepoints

in interest in psychology, nor the programme itself between pre-and post-programme assessment. Overall

interest in psychology was significantly correlated with interest in the programme at pre- and post-assessment.

No significant changes in learning approaches were found between assessment points. However, psychology

and programme interest were significantly correlated to deeper pupil learning approaches. This suggests that

introductory psychology programmes may be more appealing to students with deeper learning styles.

A programme of this length may not be feasible in typical teaching; hence future research could assess the effects

of single sessions on psychology interest

De Aguiar Chaves, T

UCL Discovery

Effects of a six-session introductory psychology programme on Year 9 pupils' interest in psychology and approaches to learning

Brunel University Research Archive

Effects of a Six-Session Introductory Psychology Programme on Year 9 Pupils' Interest in Psychology and Approaches to Learning

http://discovery.ucl.ac.uk/1473148/3/Norris_Revised_%20PTR.pdf

Effects of a Six-Session Introductory Psychology Programme on Year 9 Pupils' Interest in Psychology and Approaches to Learning

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UCL Discovery

Brunel University Research Archive