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Program Overview

Monday • September 18th, 2017

10:00 - 18.00 Conference Registration & Infopoint
  Room: Gallery, First Floor
   
12:00 - 12:30 Opening Ceremony
  Room: HS Thomas Bernhard, EG0.001, Ground Floor
   

12:30 - 13:30

DOES ACTIVE LEARNING WORK? A GOOD QUESTION, BUT NOT THE RIGHT ONE.
Keynote Lecture by Douglas A. Bernstein, Ph.D.
  Room: HS Thomas Bernhard, EG0.001, Ground Floor
   
 
Douglas A. Bernstein, Ph.D.
Some research on active learning methods suggests that they are effective teaching tools, while other studies have found them to be no better than traditional lecture methods. The situation is much like the one that began to play out in the 1950s with respect to the effects of psychotherapy. In that realm, it eventually became clear that the question "does therapy work?" was not the right one. It was more important to ask "which therapies result in clinically significant benefits when delivered by whom in what manner to which clients with what problems and how durable are the benefits"?
 
  In this talk Douglas A. Bernstein, Ph.D. will suggest that it is time for researchers in the scholarship of teaching and learning to go beyond asking whether active learning "works" and address instead of a set of deeper questions about it. Doing so will require a more systematic and critical analysis of existing evidence as well as a new generation of research designed specifically to fill in the gaps in our understanding of what active learning methods can and cannot do.

13:30 - 14.30

Lunch Break

 

14:30 - 16:00 UNDERSTANDING GROUP WORK IN EDUCATION:   WAYS AND MEANS OF ENHANCING STUDENT'S
  PSYCHOLOGICAL PERSPECTIVES ON GROUP   INVOLVEMENT AND STUDY BEHAVIOR
  WORK PROCESSES   Paper Session 1
  Symposium 1   Room: SE 1.008/1.009, First Floor
  Room: SE 1.006/1.007, First Floor    
       
  Organizer:
Sally Wiggins, Linköping University

Symposium Chair:
Stefan Blomberg, Linköping University

Discussants:
Regina Pauli, University of Roehampton
Marcia Worrell, University of West London


Problem-based learning as means and objective:
the purpose of tutorial groups in psychology
Michael Rosander, Linköping University
Eva Hammar Chiriac, Linköping University


'Doing' disagreement without being disagreeable: How students deal with conversational norms in group work
Robert McQuade, University of Strathclyde
Sally Wiggins, Linköping University
Esther Ventura-Medina, University of Strathclyde


Group work assessment of knowledge and abilities
Eva Hammar Chiriac, Linköping University
Johans Forsell, Linköping University
Karin Forsund, Linköping University
  Session Chair:
Birgit Spinath, Ruprecht-Karls-University Heidelberg

Student's dysfunctional distributing of learning activities: Relations to course organization and metacognitive judgements
Stephan Dutke, University of Münster
Ute-Regina Roeder, University of Münster
Jonathan Barenberg, University of Münster

Active student participation: engaging in academic activity
Michael Gruber, Umeå University

Change of course-specific motivation during a semester and the role of course-specific expectations
Eva Seifried, Ruprecht-Karls-University Heidelberg
Katharina Kriegbaum, Ruprecht-Karls-University Heidelberg
Birgit Spinath, Ruprecht-Karls-University Heidelberg
       
16:00 - 16.30 Coffee Break
   
16:30 - 18:00 JOURNEYS TO PSYCHOLOGY: DIFFERENT   CONVEYANCE OF PSYCHOLOGICAL CONTENTS
  PERSPECTIVES ON PRE-TERTIARY TEACHING   WITH PARTICULAR ATTENTION ON EPISTEMIC
  OF PSYCHOLOGY IN EUROPE   BELIEFS AND SCIENTIFIC LITERACY
  Symposium 2   Paper Session 2
  Room: SE 1.006/1.007, First Floor   Room: SE 1.008/1.009, First Floor
       
  Organizers:
European Federation of Psychology Teachers' Associations (EFPTA)
European Federation of Psychologists' Associations - Board of Educational Affairs (EFPA BEA)


Morag Williamson, EFPTA, EFPA BEA, Edinburgh Napier University
Lenka Sokolová, EFPTA, Comenius University in Bratislava
Jock McGinty, EFPTA, Watford Grammar School
for Boys

Symposium Chair: Stephan Dutke, EFPTA, University of Münster

The student journey into psychology starts at school
Morag Williamson, EFPTA,EFPA BEA, Edinburgh Napier University
Dorothy Coombs. EFPTA, EFPA BEA
Renate Schrempf, EFPTA, EFPA BEA


Who are the guides on the journey towards psychology? Professional trajectories of psychology teachers in Europe
Lenka Sokolová, EFPTA, Comenius University in Bratislava

The role of character strenghts in the A-level psychology classroom
Jock McGinty, EFPTA, Watford Grammar School
for Boys
  Session Chair: Eva Seifried, Ruprecht-Karls-University Heidelberg

What kinds of beliefs have pre-service teacher students about the nature of educational psychology? - Development and evaluation of an instrument to assess student's epistemological beliefs
Jörg Zumbach, Paris Lodron University Salzburg
Stephanie Moser, Technical University of Munich
Ines Deibl, Paris Lodron University Salzburg


Changing psychology students' epistemic beliefs through "resolvable controversies": Evidence from two studies
Tom Rosman, Leibniz Institut for Psychology
Anne-Kathrin Mayer, Leibniz Institut for Psychology


Building scientific literacy: Fake (Science) news in the classroom
Susan A. Nolan, Seton Hall University
       
18:00 - 19:00 Posters & Reception
  Room: Gallery, First Floor
   
  Importance of masculinity-femininity and sexual harassment experience for sexual harassment perception among Lithuanian students studying in different gender ratio environment
Monika Čeponytė, Vytautas Magnus University
Kristina Žardeckaitė-Matulaitienė, Vytautas Magnus University


On implementing epistemology variation and cognitive enhancement for improved learning in higher education
Jenny Friedl, Karlstad University
Lars Eriksson, Karlstad University


Variability in the presentation of core concepts of cognitive psychology in introductory textbooks
Robert Gaschler, FernUniversität in Hagen
Gwendolyn Maya Graf, FernUniversität in Hagen
Christine Blech, FernUniversität in Hagen


Beyond Clickers: an investigation into using students’ mobile devices as an audience response system
Richard Joiner, University of Bath
Juste Cuprinskaite, University of Bath
Nick Kinnie, University of Bath


Experiments and case studies in teacher education
Marie Lippmann, Technische Universität Dresden
Susanne Narciss, Technische Universität Dresden


The use of expression in the teaching of psychology aimed at the psychological literacy
Alena Nohavová, University of South Bohemia

Problem-based teacher education: Design and testing of problem-based psychology courses for teacher education
Claudia Prescher, Technische Universität Dresden
Laura Hemker, Technische Universität Dresden
Susanne Narciss, Technische Universität Dresden


Learners-as-designers – An instructional approach with added value for university instruction of future teachers
Antje Proske, Technische Universität Dresden
Gregor Damnik, Technische Universität Dresden
Hermann Körndle, Technische Universität Dresden
Susanne Narciss, Technische Universität Dresden


The effect of knowledge structuring on the application of rules
Seiko Sato, Ishinomaki Senshu University
Katsuhiko Nishibayashi, Tohoku Fukushi University
Toshihiko Shindo, The Open University of Japan
Yoshifumi Kudo, Tohoku University


How to teach respiration, speech and voice teacher-students to establish a constructive professional therapist-client-relationship
Monika Sklorz-Weiner, CJD Schule Schlaffhorst-Andersen Bad Nenndorf

Does physical learning environment matter? Effects after the move to a new campus on the perception of the quality of studies
Georges Steffgen, University of Luxembourg
Jana Vesely, University of Luxembourg
Andreia P. Costa, University of Luxembourg


How well did we do at teaching prospective psychologists? Bachelor graduates’ point of view
Lucie Viktorová, Palacký University Olomouc

Prosocial behaviour in traditional and non-traditional primary schools: Parents’, teachers’ and children’s evaluation
Kristina Žardeckaitė-Matulaitienė*, Vytautas Magnus University
Kristina Ražauskaitė-Pilipavičienė, Vytautas Magnus University
   
19:10 Classical City Tour
   
  Come with us on a walk through the beautiful City Centre of Salzburg. We will show you around the classical
  sights (The Cathedral and St. Peter's, the Residence and the Fortress, Mozart's birthplace and the Festival
  Halls and many more) so that you will get a comprehensive overview of the city.
   
  Start: 19:10 pm, meeting at the Conference Registration & Infopoint - Room: Gallery, First Floor
  End: 21:00 pm
   
  Please register for the city walk till September 8th, 2017 via europlat@sbg.ac.at
  There is no entrance fee!

 

Tuesday • September 19th, 2017

8:00 - 18:00 Conference Infopoint    
       
9:00 - 10:30 PSYCHOLOGICAL LITERACY IN ACTION   QUALITY ASSURANCE IN ACADEMIC CONTEXT -
  Symposium 3   EVALUATION TOOLS
  Room: SE 1.006/1.007, First Floor   Paper Session 3
      Room: SE 1.008/1.009, First Floor
       
  Organizer:
Jacqui Taylor, Bournemouth University

Symposium Chair:
Jacqui Taylor, Bournemouth University

Discussant:
H. Russell Searight, Lake Superior State University

Case studies to illustrate psychological literacy in action: Sharing acitivities to develop psychological literacy across the curriculum
Jacqui Taylor, Bournemouth University
Julie Hulme, University of Keele


Forming groups: Enhancing psychological literacy through a group selection exercise
Eva Hammar Chiriac, Linköping University
Michael Rosander, Linköping University
Sally Wiggins, Linköping University


Students-as-partners pedagogies influence student perceptions of their psychological literacy
Regina Pauli, University of Roehampton
Marcia Worrell, University of West London
Brett Raymond-Barker, University of Roehampton
  Session Chair: Christine Maria Neuner, Paris Lodron University Salzburg

Constructive alignment in the field of educational psychology: Development and application of a questionnaire for assessing constructive alignment
Ines Deibl, Paris Lodron University Salzburg
Jörg Zumbach, Paris Lodron University Salzburg
Viola Geiger, Paris Lodron University Salzburg

Students' Evaluations of Teaching are associated with the subjective likeability of teachers
Daniela Feistauer, University of Kassel
Tobias Richter, University of Würzburg


Progress Test Psychology (PTP) and quality management of the bachelor program at Witten/Herdecke University
Michaela Zupanic, Witten/Herdecke University
Jan P. Ehlers, Witten/Herdecke University
Stefan Troche, Witten/Herdecke University
Thomas Ostermann, Witten/Herdecke University
Marzellus Hofmann, Witten/Herdecke University
       
10:30 - 11:00 Coffee Break
   
11:00 - 12:30 PSYCHOLOGICAL LITERACY IN ACTION   SKILL PROVISION IN TERMS OF FUTURE TEACHING
  Symposium 3   CONTEXTS - PERSONAL SKILLS DEVELOPMENT
  Room: SE 1.006/1.007, First Floor   Paper Session 4
      Room: SE 1.008/1.009, First Floor
       
  Organizer:
Jacqui Taylor, Bournemouth University

Symposium Chair:
Jacqui Taylor, Bournemouth University

Discussant:
H. Russell Searight, Lake Superior State University

Enterprise challenges in psychology: Enhancing psychological literacy through entrepreneurial learning.
Patrick Rosenkranz, Newcastle University
Alecia Dunn, Newcastle University
Amy Fielden, Newcastle University
Trevor James, Newcastle University
Charlotte Warin, Newcastle University


Problem-based learning addresses multiple components of psychology literacy: The Case of gay conversion therapy
H. Russell Searight, Lake Superior State University

Nolting's model of the mental system as a heuristic tool to promote psychological literacy in pre-tertiary psychology education
Paul Georg Geiss, Alpen-Adria-Universität Klagenfurt
  Session Chair: Ines Deibl, Paris Lodron University Salzburg

Effects of emotional activation on beliefs, attitudes and teaching intentions of pre-service teachers
Frank Egloff, University of Münster
Elmar Souvignier, University of Münster


Psychology in teacher training - Art therapy technique of collage as a tool to reflect on professional identity development
Iva Stuchlikova, University of Bohemia in Ceske Budejovice
Yvona Mazehoova, University of Bohemia in Ceske Budejovice
Jana Kourilova, University of South Bohemia in Ceske Budejovice


Pre-service teachers' difficulties in solving classroom problems by aid of psychological knowledge: A comparison of beginning and advanced students
Katharina Kiemer, Universität Augsburg
Ingo Kollar, Universität Augsburg
       
12:30 - 13:30 Lunch Break   MEET THE EDITOR: BIRGIT SPINATH -
      PSYCHOLOGY LEARNING AND TEACHING
      Room: 1.006/1.007

 

13:30 - 14:30 EDUCATIONAL URBAN LEGENDS. BUSTING PERSISTENT MYTHS IN EDUCATION AND PSYCHOLOGY
  Keynote Lecture by Prof. Dr. Paul A. Kirschner
  Room: HS Thomas Bernhard, EG0.001, Ground Floor
   
 
Prof. Dr. Paul A. Kirschner
Mark Twain once said that "In religion and politics, people's beliefs and convictions are in almost every case gotten at second hand and without examination". Unfortunately this is also true in present day education; even in teacher education and teacher training. Educational technologists, educational reformers, instructional designers, local and federal politicians, teachers, school managers, and advisory groups are all jockeying to show how innovative and up to date they can be, based not upon good science but rather upon commonly held but often unproven and/or untrue beliefs. As a result, we now find teachers, parents and students revolting against many of these so called innovations and students becoming the dupes of it all.

And what is the root of all of this? The reforms that we often see are most often not based on good science (and specifically the cognitive and psychological sciences) and/or good scientific research, but rather upon beliefs, plausible sounding rationale and/or arguments, poorly designed research.
 
 
Prof. Dr. Paul A. Kirschner will look at a number of these urban legends from the perspective of what cognitive science and good research in the field has to say about them.

14:30 - 15:00 Coffee Break

 

15:00 - 16:30 SKILL PROVISION IN TERMS OF FUTURE SOCIAL   WAYS AND MEANS OF ENHANCING STUDENT'S
  OR CLINICAL CONTEXT - MENTAL HEALTH   LEARNING ACTIVITY
  PROFESSIONALS   Paper Session 6
  Paper Session 5   Room: SE 1.008/1.009, First Floor
  Room: SE 1.006/1.007, First Floor    
       
  Session Chair: Viola Geiger, Paris Lodron University Salzburg

Teaching psychopathology through film and memoir
Russell Searight, Lake Superior State University

Importance of casual attributions, stigmatizing emotions and community mental health ideology on social distance from people with mental illness in Lithuanian and US future mental health professionals
Kristina Žardeckaitė-Matulaitienė, Vytautas Magnus University
Aistė Pranckevičienė, Vytautas Magnus University
Rasa Markšaitytė, Vytautas Magnus University
Auksė Endriulaitienė, Vytautas Magnus University
Doug R. Tillman, University of Nebraska at Kearney
David D. Hof, University of Nebraska at Kearney


Learning in a clinical setting - Innovative methods in teaching practical skills to psychology students
Karl Haller, Brandenburg Medical School Theodor Fontane
Stefanie Zeller, Brandenburg Medical School Theodor Fontane
Cordelia Mühlenbeck, Brandenburg Medical School Theodor Fontane
Gerhard Danzer, Brandenburg Medical School Theodor Fontane
  Session Chair: Susan A. Nolan, Seton Hall University

Confident and correct? Written reflection tasks in a lecture
Robert Kordts-Freudinger, Paderborn University
Katrin B. Klingsieck, Paderborn University
Eva Seifried, Ruprecht-Karls-University Heidelberg

Learning through retrieval practice: additional evidence from behavior and brain imaging studies
Bert Jonsson, Umeå University
Lars Nyberg, Umeå University
Linnea Karlsson, Umeå University
Tova Stenlund, Umeå University


“Would you like to play a game?”: Teaching psychological topics through classroom discussions, games, and activities
James C. Overholser, Case Western Reserve University
       
16:30 - 17.00 Coffee Break
   
17:00 - 19:00 Founding Assembly of the European Society for Psychology Learning and Teaching
  Founding Assembly Chair: Birgit Spinath, Ruprecht-Karls-University Heidelberg
  Room: SE 1.006/1.007, First Floor
   
from 19:30 Conference Dinner

 

Wednesday • September 20th, 2017

8:00 - 12.00 Conference Infopoint
       
9:00 - 10:30 EVIDENCE-BASED TEACHING IN PSYCHOLOGY   EXPERIENCES AND ATTITUDES IN STUDENTS
  Symposium 4   LEARNING ENVIRONMENTS: IMPLICATIONS AND
  Room: SE 1.006/1.007, First Floor   PERSPECTIVES
      Paper Session 7
      Room: SE 1.008/1.009, First Floor
       
  Organizers:
Jacqui Taylor, Bournemouth University
Ioulia Papageorgi, University of Nicosia

Symposium Chairs:
Ioulia Papageorgi, University of Nicosia
Jacqui Taylor, Bournemouth University

Discussant:
Stephan Dutke, University of Münster


Assessing students' knowledge about learning and forgetting curves with a free production technique: Measures and implications for the development of learning aids
Christine Blech, FernUniversität in Hagen
Robert Gaschler, FernUniversität in Hagen


The testing effect in the psychology classroom: A meta-analytic perspective
Jonathan Barenberg, University of Münster
Juliane Schwieren, University of Münster
Stephan Dutke, University of Münster


Combining evidence-based teaching and the scholarship of teaching and learning - An example from Teaching in Psychology
S. Franziska C. Wenzel, Goethe-University Frankfurt
Julia Boser, Goethe-University Frankfurt
Kathrin Kuchta, Goethe-University Frankfurt
Holger Horz, Goethe-University Frankfurt
  Session Chair: Susanne Narciss, Technische Universität Dresden

Hope being operationalized: Psychology students' personal and theoretical understanding of hope
Lindi Nel, University of the Free State

When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes
Camilla Hakelind, Umeå University
Inga Dennhag, Umeå University
Mats Deutschmann, Umeå University
Anders Steinvall, Umeå University


Teaching statistics to major using service learning
Janet M. Peters, Washington State University
Camille Snell, Washington State University
Alexis Almeida, Washington State University
       
10:30 - 11:00 Coffee Break

 

11:00 - 12:30 TECHNOLOGY BASED APPROACHES AS   CONCEPTUAL FRAMEWORKS: PERSPECTIVES
  USEFUL LEARNING TOOLS   OF DEVELOPMENT, IMPLEMENTION AND
  Paper Session 8   STUDENTS' ACCEPTANCE OF PSYCHOLOGICAL
  Room: SE 1.006/1.007, First Floor   EDUCATION PROGRAMS
      Paper Session 9
      Room: SE 1.008/1.009, First Floor
       
  Session Chair: Lenka Sokolová, Comenius University in Bratislava

Adapting information literacy instruction to students' academic progress - A field report
Nikolas Leichner, Leibniz Institute for Psychology Information
Anne-Kathrin Mayer, Leibniz Institut for Psychology Information
Günter Krampen, Leibniz Institute for Psychology Information


Teaching educational psychology with an audience response system - Auditorium Mobile Classroom Service (AMCS) as a mean to foster learning in university lectures
Felix Kapp, Technische Universität Dresden
Iris Braun, Technische Universität Dresden
Tenshi Hara, Technische Universität Dresden
Susanne Narciss, Technische Universität Dresden

Understanding engagement and active learning among online clinical students during residency experience
Brenda Frye, Hazelden Betty Ford Graduate School of Adiction Studies
  Session Chair: Jonathan Barenberg

Applying user experience and design thinking methods to create target oriented trainings
Dominique Stimm, Stuttgart Media University
Arnd Engeln, Stuttgart Media University
Sabine Högsdal, Stuttgart Media University


Evidence from across the pond: An approach to model teaching characteristics
Aaron S. Richmond, Metropolitan State University of Denver
Guy A. Boysen, McKendree University
Regan A. R. Gurung, University of Wisconsin

Educational alienation and engagement: A critical discourse analysis of students' talk about education experiences
Dominic Warren, University of Roehampton
Regina Pauli, University of Roehampton
Marcia Worrell, University of West London
       
12:30 - 13:00 Closing Ceremony & Farewell
  (with Paper Award and Best Student Paper Award)
  Room: HS Thomas Bernhard, EG0.001, Ground Floor



Call for Papers for Europlat 2017 Special Issue in PLAT-Journal

Submission starts September 20th, 2017 and ends January 12th, 2018.

Read More