"There's so much more to it than what I initially thought": Stepping into researchers' shoes with a class activity in a first year psychology survey course. (March 2015)

• Record Type: Journal Article
• Authors: Tatlow-Golden, Mimi
• Is Part Of: Psychology, learning & teaching. Volume 14:Number 1(2015)
• Page Start: 51
• Page End: 61
• Publication Date: 2015-03
• Subjects: Research methods -- introductory psychology -- class demonstration -- pilot study; Psychology -- Study and teaching (Higher) -- Great Britain -- Periodicals; 150.711
• DOI: 10.1177/1475725714565231
• Languages: English
• ISSNs: 1475-7257

Abstract

In psychology, it is widely agreed that research methods, although central to the discipline, are particularly challenging to learn and teach, particularly at introductory level. This pilot study explored the potential of embedding a student-conducted research activity in a one-semester undergraduate Introduction to Psychology survey course, with the aims of (a) engaging students with the topic of research methods; (b) developing students' comprehension and application of research methods concepts; and (c) building students' ability to link research with theory. The research activity explored shoe ownership, examining gender differences and relationships with age, and linking to theories of gender difference and of consumer identity. The process of carrying out the research and reflecting on it created a contextualized, active learning environment in which students themselves raised many issues that research methods lectures seek to cover. Students also wrote richer assignments than standard first year mid-term essays.