DO PSYCHOLOGY COURSES REDUCE BELIEF IN PSYCHOLOGICAL MYTHS?

2003 ◽  
Vol 31 (6) ◽  
pp. 585-592 ◽  
Author(s):  
Lionel G. Standing ◽  
Herman Huber
Keyword(s):  
Critical Thinking ◽  
Research Methods ◽  
Geographical Origin ◽  
Junior College ◽  
Psychology Students ◽  
Advanced Training ◽  
University Courses ◽  
Psychology Courses ◽  
Popular Psychology ◽  
Myth Acceptance

This study examined the degree to which psychology students accept popular psychology myths that are rejected by mainstream researchers (e.g., “people use only 10% of their brain's capacity”), and the effect of psychology courses on myth acceptance. Using a 20-item, true-false myth belief questionnaire, it examined the levels of gullibility among 94 undergraduates at different stages of their education, and related these to their educational and demographic backgrounds. High overall levels of myth acceptance (71%) were found, in line with earlier research. Myth acceptance decreased with the number of psychology courses that students had taken in university, but increased with the number that they had taken in junior college. Belief in myths was lower among students who were majoring in psychology, were older, had higher grades, and had advanced training in research methods, but it was not related to gender, geographical origin, or university year. It is concluded that university courses appear beneficial in encouraging methodological skepticism, whereas taking specialized psychology courses in junior college may hinder rather than promote critical thinking among undergraduates.

" I feel like I am wasting my time..." Addressing statistics anxiety in students required to learn statistics as part of another course.

2021 ◽  
Author(s):  
Maxine v Swingler ◽  
Phil McAleer ◽  
Lorna Morrow
Keyword(s):  
Social Sciences ◽  
Student Engagement ◽  
Research Methods ◽  
Psychology Students ◽  
Statistics Anxiety ◽  
Second Stage ◽  
University Courses ◽  
The Social ◽  
University Curricula ◽  
The University

Statistics and research methods are embedded in the university curricula for Psychology and more widely in the curricula for university courses in education and the social sciences (QAA, 2010; BPS 2013), yet many students underestimate the extent of statistics covered in these subjects (Ruggeri, Dempster, Hanna & Cleary, 2008). Although statistics is an important part of many courses, it is also one of the subjects that is most disliked by students (Sciutto, 2002), and indeed causes anxiety in students (Schacht & Stewart, 1990).The purpose of the current research was initially to identify the levels of statistics anxiety in UG and PGT psychology students; identify perceived causes of this; and establish any practical interventions that could be introduced in an attempt to alleviate anxiety and increase student engagement. The second stage of the research was to introduce and evaluate a number of practical interventions targeted at alleviating statistics anxiety in psychology students at the University of Glasgow.

The Extent to Which Psychology Students Read Textbooks: An Examination Across Multiple Psychology Courses

2003 ◽  
Author(s):  
Heather Bauer ◽  
Cathi Bradley ◽  
Janet Thompson ◽  
Michael A. Clump
Keyword(s):  
Psychology Students ◽  
Psychology Courses

Результаты опытно-экспериментальной работы по формированию коммуникативной компетентности преподавателей в процессе повышения квалификации

2019 ◽  
pp. 66-69
Author(s):  
Гульжан Назарматова
Keyword(s):  
Key Words ◽  
Research Methods ◽  
Experimental Work ◽  
Communicative Competence ◽  
Communication Competence ◽  
Diagnostic Tools ◽  
Advanced Training ◽  
Teacher Communication

Аннотация: В статье рассматриваются результаты опытно-экспериментальной работы по формированию коммуникативной компетентности преподавателей педагогических направлений в процессе повышения квалификации. Представлены основные этапы, направления, база и методы исследования опытной работы. Описывается диагностический инструментарий по определению уровня сформированности коммуникативной компетентности преподавателей. Проводится анализ данных констатирующего и формирующего экспериментов по формированию коммуникативной компетентности преподавателей в процессе повышения квалификации. Ключевые слова: преподаватель, коммуникативная компетентность, повышение квалификации, опытно - экспериментальная работа. Аннотация: Макалада квалификациясын жогорулатуу процессиндеги педагогикалык багытындагы мугалимдердин байланыш компетенттүүлүгүн калыптандыруу боюнча тажрыйба ишинин жыйынтыктары жөнүндө айтылат. Эксперименталдык иштин изилдөө ыкмалары, базасы, негизги этаптары, жана багыттары берилет. Мугалимдердин байланыш компетенттүүлүгүн калып- тандыруу көлөмүн аныктоо үчүн диагностикалык каражаттар айтылат. Квалификациясын жогорулатуу процессиндеги мугалимдердин байланыш компетенттүүлүгүн калыптандыруу боюнча аныктоо жана калыптандыруучу эксперименттериндеги алынган маалыматтардын анализи келтирилет. Түйүндүү сөздөр: окутуучу, байланыш компетенттүүлүк, квалификациясын жогорулатуу, эксперименталдык тажрыйба иш. Abstract: The article discusses the results of experimental work on the formation of communicative competence of teachers of pedagogical areas in the process of advanced training. The main stages, directions, base and research methods of experimental work are presented. The diagnostic tools for determining the level of formation of communicative competence of teachers are described. The data of ascertaining and formative experiments on the formation of communicative competence of teachers in the process of advanced training are analyzed. Key words: teacher, communication competence, qualification advancement, skilled - experimental work.

Cultures of Diversity

2017 ◽  
Vol 44 (2) ◽  
pp. 100-107
Author(s):  
Andrew M. Guest ◽  
Zachary L. Simmons ◽  
Andrew Downs ◽  
Mark R. Pitzer
Keyword(s):  
Psychology Students ◽  
Introductory Psychology ◽  
Multicultural Awareness ◽  
Important Goal ◽  
Multicultural Sensitivity ◽  
Psychology Courses ◽  
Nature And Nurture ◽  
Undergraduate Psychology ◽  
Multiple Challenges ◽  
Topical Knowledge

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

Sign in / Sign up

Export Citation Format

Share Document