Conceptual Change in Psychology Students' Acceptance of the Scientific Foundation of the Discipline

Abstract

Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors' (Professor Condition) perspectives. Study 2 replicated Study 1 with advanced students enrolled in research-oriented courses. In both studies, students had higher PAS scores in the Professor than the Self Condition and there was a modest change from the beginning to the end of the semester in Self PAS scores. The change in Self PAS scores was positively related to higher Professor PAS scores at the end of the semester, when controlling for initial Professor PAS scores and other variables. The discussion highlights pedagogical practices that promote students' representation of their professors' thinking about the discipline as distinct from and an alternative to their own misconceptions.There is wide consensus that instruction in psychology should go beyond students acquiring knowledge of the discipline to educate them in the values and beliefs of the scientific approach to study mind and behavior (APA, 2013). As Charles Brewer and his colleagues noted, 'The fundamental goal of education in psychology, which all others follow, is to teach students to think as scientists about behavior ' (Brewer et al., 1993, p. 163). At the very least, scientific psychology would require affirming the value of well-controlled research results and accepting their conclusions, despite such results not squaring with one's own experiences of the causes of the behavior.

The View of Russian Psychology Students on Whether Psychology is a Science

“…Based on three factor scores of the PAS, namely reflecting students' beliefs about psychology as a science, their appreciation of psychological research, and their views about predictability of behavior, we found that students in the northeast (Morales et al, 2005) and the south (Bartoszeck et al, 2005) of Brazil were ambivalent toward the status of psychology as a science and that this is due in part to the lack of published research and the maintaining of psychology research laboratories throughout Brazil. These conclusions are consistent with recent research conducted with American samples, which found that students' beliefs associated with psychology as a science were positively associated with professors' appreciation of psychology as a science (Amsel, Ashley, Baird, & Johnston, 2014;Amsel et al, 2009) and with participation in courses that emphasize research methodology and/or require students to complete a research project (Amsel et al, 2011;Friedrich, 1996;Holmes & Beins, 2009;Pettijohn et al, 2015).…”

“…It is possible that students model their professors' lack of appreciation for natural scientific paradigm, low motivation to do research, and their theoretical cognitive style characterized by high level of abstraction associated with a preference for conceptual analysis of psychological phenomena over scientific examination of reality (Allakhverdov, 2005;Bodalev & Stolin, 1988;Dvoinin, 2015;Mironov, 2004). It is not surprising that Russian psychology professors and advisers holding such beliefs (Amsel et al, 2014) and having low involvement in research (Morales et al, 2005) do not see any value in students' research activities #9&…”

“…However, if they decide to engage in research at any point in the future, it is necessary to equip them with advanced scientific thinking as early as possible (Soyyılmaz et al, 2017). Also, because high school graduates have more misconceptions and biased beliefs about psychology as a science that need attention and interventions, we propose classroom practices which afford opportunities to represent scientific information about a topic independently from their own misconceptions (Hughes et al, 2013;Miller, Wozniak, Rust, Miller, & Slezak, 1996), for example, by inducing them to think like their psychology professors (Amsel et al, 2009;Amsel et al, 2014;Holmes, 2014). We recommend that educators working with students who have specialist's degrees address their beliefs in the need for psychological research for their careers and importance of training in methodology.…”

Psychology Degree Beliefs and Stereotypes: Differences in the Perceptions of Majors and Non-Majors

“…More attention might also be devoted to discussing degree and field beliefs and stereotypes with both lower- and upper-division psychology majors and minors. Researchers (e.g., Amsel, Ashley, Baird, & Johnston, 2014) have shown that students' knowledge of psychology as a science can be positively influenced by their psychology professors. Accordingly, professors' views about and their efforts to address, clarify, or counter psychology misconceptions are likely to have a positive effect on student knowledge and beliefs.…”

2016 Teaching Excellence Award Winners

“…Linderberg’s philosophy of teaching echoes the discussion of complexity of teaching in recognizing that there is an “unending list of characteristics of an excellent teacher.” But she focuses on key features which work for her students. Her goal is “to teach the students the scientific nature of psychology and hopefully show them how psychology is ubiquitous.” A focus on foundational issues of the science of the discipline and its application is notable, given the stereotypes held about the discipline and challenges in overcoming them (Amsel, Ashley, Baird, & Johnston, 2014; Brinthaupt, Hurst, & Johnson, 2016; Pettijohn et al, 2015). It also represents an important pedagogical and curricular movement away from the personal and more toward the scientific within the teaching of high school psychology (Keith, Hammer, Blair-Broeker, & Ernst, 2013)…”