1. University Learning in Schools Psychology Developing and testing the Myth-Busting the Brain programme Emma Norris University College London

2. Current UK Psychology teaching - 4 th most studied A-Level Joint Council for Qualifications, 2014 - 5 th most popular degree course Telegraph, 2015 - few schools teach at GCSE level - not taught in Key Stage 3 Background

3. Current state of pre-tertiary psychology study Recognised by some as a STEM subject The Science Council, 2015 Females outperform and outnumber men 3:1 in A-level psychology & at similar patterns at degree level Joint Council for Qualifications, 2014; Trapp et al. 2011 = an important route into science for women Background

4. BUT psychology is not a ‘facilitating subject’ for access to Russell Group universities Russell Group, 2013 Psychology A-level assessed as of middling difficulty: harder than English/ Sociology but easier than Biology/ Chemistry/ Physics Coe et al. 2008 Background

5. = the core knowledge and transferable skill set acquired through psychology study Boneau, 1990 Psychological literacy Roberts et al. 2015

6. No single ‘right’ answer in psychology Needs flexible approach to learning and problem-solving Deep approach to learning = where individuals are able to interlink a range of ideas and general principals = generally driven by their true interest in the subject at hand Chin & Brown, 2000; Kember et al. 2004 Vs Surface approach = learning facts and ideas by rote = often as a desire to simply complete the course Approaches represent what students do when they learn and why they do so - They are NOT ‘learning styles’: crude differences in how individuals process information (& one of our brain myths!) Psychology as encouraging Deep Learning

7. Provide a first insight into range of psychology topics –Facilitate psychological literacy –Reduce drop-out in later GCSE/A-Level study Extend Biology knowledge to psychology concepts e.g brain structure, evolution Develop critical thinking via ‘myth-busting’ Module rationale

8. Can a 6-session Psychology programme be successfully integrated into Year 9 Key Stage 3 Science teaching? Does interest in psychology change following this programme? Is psychology interest associated with a deeper learning approach? Key Questions

9. Key text

10. Psychology: Myth-Busting the Brain Session 1: What are common myths in Psychology? Session 2: Myths about brain structure Session 3: Brain myths in education Session 4: Myths about mental health Session 5: Myths of technology and the brain Session 6: What have brain myths taught us? Session content

11. Questionnaire given before and after programme - 4 pages, 5/10 minutes - UCL ethical approval granted Assessed: Demographic information Interest in psychology & its study Interest in programme sessions Extent of deep and surface learning - Krember et al. (2011). Learning Process Questionnaire Norris, E., De Aguiar Chaves, T. & Dunsmuir, S. (Pending). Effects of a six- session introductory psychology programme on Year 9 pupils’ interest in psychology and approaches to learning. Psychology Teaching Review. Accompanying evaluation study

12. No significant difference in psychology interest before and after the programme - 40% (n=8) increased their interest, 30% (n=6) decreased & 30% (n=6) showed no difference Programme interest correlated with psychology interest before and after the programme Deep learning associated with psychology interest before and after the programme Summary of Evaluation findings

13. Breadth vs depth - Related to lack of group increased psychology interest? Info on psychology courses vs programme content Practical issues Identified issues

14. Programme should be provided according to choices available to students e.g for Year 11 pupils ahead of A-level options Science enrichment opportunity? Identified possibilities

15. Thanks for listening Any Questions? References Boneau, C. A. (1990). Psychological literacy: A first approximation. American Psychologist, 45(7), 891. Coe, R., Searle, J., Barmby, P., Jones, K., & Higgins, S. (2008). Relative difficulty of examinations in different subjects. Durham University: CEM Centre Jarrett, C. (2015). Great Myths of the Brain. Chichester: Wiley. The British Psychological Society. (2013). Briefing paper: The Future of A-level Psychology. Leicester: The British Psychological Society.