THE IMPACT OF LABORATORY PRACTICE IN PSYCHOLOGY EDUCATION IN TECHNICAL UNIVERSITIES
The psychology education in technical universities, in our opinions, should differ from the approaches of the teaching of psychology in humanities programs at universities. In particular, it is expedient to use the habits of these students, acquired in laboratory practice for a number of technical disciplines (Artemyeva, V.A., Tovbin, G. M., 2006). Connecting psychology to the content students are mastering makes the knowledge more memorable, more understandable, and more useful for the students. For realization of this approach, we have developed laboratory practice within the divisions “human factors engineering” and “psychology of creativity in engineering”.
The basic principle of the construction of practice involves:
Realization of this laboratory practice proceeds like this:
Thus, besides acquiring theoretical knowledge, students obtain the habits of conducting human factors engineering experiments. The information obtained by them about individual- psychological special features and recommendations regarding how to maintain effective output during stressful situations especially holds the interest of students. The knowledge becomes directly applicable to their careers and to their daily lives.
During the last 5 years this practice has regularly been included in the training process of Saint Petersburg State Electrotechnical University. As a result, increased interest of students in the problems of practical psychology made it possible to include this practice as a requirement for the study of the divisions, connected by human factors engineering and by ergonomics. As far as Saint Petersburg State University of Architecture and Civil Engineering students are concerned, the elements of this practice are included in the study of the course “psychology of creativity in engineering”. It appears to be an effective way to bring knowledge of applied psychology relevant to students in the fields of engineering and architecture into the curriculum.
© 2008 Victor Karandashev