Pragmatic learning and media courses at New York University.
The responses of students who were exposed to pragmatic and conventional learning models with regard to activities were analyzed and compared for content. Seventeen categories representing the students' thoughts and feelings about crafts emerged from the content analysis. These categories were divided into three content areas: pragmatic concepts, nonpragmatic concepts, and feelings. The 17 concepts were subjected to statistical analysis (i.e., group t tests). As anticipated, exposure to the pragmatic learning model resulted in significant positive changes in pragmatic concepts and feelings and, to a lesser degree, in nonpragmatic concepts. Additionally, exposure to the pragmatic learning model resulted in fewer negative remarks about crafts and their use in therapy. These findings were supported by a case study and may aid educators in designing media education courses.
Department of Occupational Therapy, School of Education, Health, Nursing, and Arts Professions, New York University, New York 10003.
E
E
Breines
T
T
Avi-Itzhak
D001290:Attitude; D003479:Curriculum; D006801:Humans; D007858:Learning; D008960:Models, Psychological; D009519:New York City; D009788:Occupational Therapy / Q000193:education*; D015397:Program Evaluation; D013336:Students, Health Occupations / Q000523:psychology*; D013663:Teaching / Q000379:methods / Q000592:standards*; D014495:Universities