Abstract
The most frequent form of classroom lecture presentation involves the description of course–relevant phenomena. A better, but still suboptimal, approach involves asking students questions about these phenomena. An even better approach involves the generation of mystery stories that can only be solved through an understanding of the phenomena under consideration. Although descriptions demand attention and questions demand answers, one reason for the superiority of mystery stories is that they demand something more pedagogically valuable—explanation. By spurring students to engage in the process of providing explanation (rather than mere attention or answers), teachers offer students the best opportunity to understand psychological phenomena in a conceptual, meaningful, and enduring fashion.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
