Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

Authors

  • Asghar Iran-Nejad University of Alabama
  • William Stewart University of Alabama
  • Cecil Robinson University of Alabama

https://doi.org/10.17583/ijep.2015.896

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Abstract

This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional under-standing as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in writing on their biggest idea of every week for a semester. They stated the idea in a simple sentence and followed by writing a concise paragraph to contemplate on it. Control sections equated their biggest idea with one most important to learn through the conventional learning-testing cycle of deliberate knowledge internalization or construction. Experimental sections fought the learning-testing-cycle urge and sought by hindsight the biggest idea of the most striking revelation (MSR) delivered to their awareness spontaneously by the biofunctional<>psycho-logyical spiral of their intuition>revelation<>reflection cycle. Results showed that experimental condition outperformed the control in the development of their insightful understanding measured by a Levels of Revelatory Strikingness Scale (LRSS) suggesting that learners change their understanding as a function of their 1st-person revelations than 2nd/3rd-person evidence

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Published

2015-10-24

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Iran-Nejad, A., Stewart, W., & Robinson, C. (2015). Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors. International Journal of Educational Psychology, 4(3), 252–279. https://doi.org/10.17583/ijep.2015.896

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