Problem-solving before Instruction applied to online learning of Selective Attention Models

Abstract

Introduction. The Problem-solving before Instruction Approach (PS-I) was applied to the teaching of attentional models in the subject of Psychology of Attention. The approach responded to the need of adapting to the online classes during the confinement generated by the health crisis. This pedagogical approach makes students participate in the learning process, especially complicated within the teaching of selective attention models. Methodology. Before the instruction about models of attention, from the moodle of the course students were asked to solve a problem in which they had to invent their own models of attention. At the end of this activity, students were asked to report the emotions they had experienced during it. Their level of participation and their performance in the activity were also evaluated. Results. Students showed a remarkably high participation, as well as quality and variety in the solutions provided to the problem. Most showed a mature use of specific terminology. Conclusions. The PS-I promoted a good understanding of the subject and a high involvement of students in the learning process, enriching the format of non-face-to-face teaching.