International Education Journal

 

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Choreographing learning in developmental psychology utilising multi-generational genograms and reflective journal writing


Gertina J. van Schalkwyk
Faculty of Social Sciences and Humanities, University of Macau, China
gjvs@umac.mo

 

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Abstract

Teaching a complex topic, such as lifespan developmental psychology, challenges most lecturers to find ways to produce and develop adequately students' ability to integrate theoretical knowledge and an understanding of psychosocial issues in everyday life. In this paper, I will explain the possibilities of tools from practice in creating and engaging in learning and knowledge production in developmental psychology. Based on the notions of my teaching philosophy, social constructionism and a family systems perspective, I applied the principles of the multigenerational genogram, life-story remembering and reflective journal writing as strategies for choreographing the stage on which reflective learning and the co-construction of knowledge took place. In a reflection on practice I contend that these strategies, when combined in a learning context for lifespan developmental psychology, provide useful tools for gaining access to the kinship network and balance the teaching enterprise with a process of everyday living so that learning becomes both pictorial and practical.

Collaborative teaching, co-constructing knowledge, multigenerational genogram, remembering, reflective journal writing, collage making

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 van Schalkwyk,G.J. (2007). Choreographing learning in developmental psychology utilising multi-generational genograms and reflective journal writing. International Education Journal, 8 (1), 127-138.
http://iej.com.au

All text and graphics 1999-2007 Shannon Research Press. ISSN 1443-1475.