Introductory Psychology: How Student Experiences Relate to Their Understanding of Psychological Science. (July 2017)

• Record Type: Journal Article
• Authors: Toomey, Thomas; Richardson, Deborah; Hammock, Georgina
• Is Part Of: Teaching of psychology. Volume 44:Number 3(2017:Jul.)
• Page Start: 246
• Page End: 249
• Publication Date: 2017-07
• Subjects: psychological science -- teaching -- introductory psychology; Psychology -- Study and teaching (Higher) -- Periodicals; 150.711
• DOI: 10.1177/0098628317712749
• Languages: English
• ISSNs: 0098-6283

Abstract

Many students who declare a psychology major are unaware that they are studying a scientific discipline, precipitating a need for exercises and experiences that help students understand the scientific nature of the discipline. The present study explores aspects of an introductory psychology class that may contribute to students' understanding of psychological science. Surveys were distributed to 168 students, asking how each of several in-class (e.g., attending lecture) and out-of-class (e.g., participating in research studies) research experiences contributed to their knowledge of psychology as a science and understanding of psychological research. Students reported that in-class experiences contributed more to their understanding of psychological research than out-of-class experiences.