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Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in Student Learning: Relationships between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review, 16, 359-384.
https://doi.org/10.1007/s10648-004-0005-y

has been cited by the following article:

• TITLE: Using Discussion to Teach Capstone Courses in Psychology

  AUTHORS: Alyse M. Meadows, Michael Rose, Lawrence R. Burns, Katy Bellamy

  KEYWORDS: Discussion-Based Class, Socratic Method, Capstone Courses, Pedagogic Theory

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 20, 2021

  ABSTRACT: The American Psychological Association (APA 2002, 2007, 2013) recommends the inclusion of a capstone course in psychology undergraduate teaching alongside traditional lecture-based learning. This review explores what is meant by a capstone course by taking a fresh look atempiricallyderived pedagogic theory and how this may address some long-standing curricular needs of the psychology faculty and undergraduate students. It then explores the use of Socratic teaching methods and how this could be used as a template for teaching a capstone course within psychology.