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Encouraging responsible aging through pedagogy: the future self exercise
Julie L Masters1, Lyn M Holley
1Department of Gerontology, University of Nebraska-Omaha, Omaha, Nebraska 68588-0562, USA.
Abstract:
Introductory gerontology courses have the potential to enhance student appreciation of aging issues. The effectiveness of such courses for informing views about individual aging is little studied. This study, using a quasi-experimental design, examines the impact of participation in an introductory course in aging on 158 undergraduate students in a Midwestern state. The course used an instructional device, the Future Self Exercise, to help students acknowledge and plan for their own future aging. A pre- and postcomparison of student self-ratings and descriptions supports the efficacy of introductory courses using this instructional approach for educating student views about their own aging.
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