Theories as maps: Teaching psychology beyond mind and behavior.

Erikson, Martin G.; Erlandson, Peter

doi:10.1037/stl0000016

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…Still, also in a strict disciplinary context, critical thinking is often expected to go further than 'methodological reasoning' and include comprehending the epistemological and ontological peculiarities of the studied disciplines (e.g. Erikson and Erlandson 2015). Using a broader conception, which goes beyond methodological and disciplinary boundaries, critical thinking can be seen as the ability to critically reflect on personal experiences and the world at large.…”

Section: Critical Thinking As a Purpose Of Higher Educationmentioning

confidence: 99%

Learning outcomes and critical thinking – good intentions in conflict

Erikson

2018

Studies in Higher Education

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118

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The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers' and students' attention away from important goals.

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Section: Critical Thinking As a Purpose Of Higher Educationmentioning

confidence: 99%

Learning outcomes and critical thinking – good intentions in conflict

Erikson

2018

Studies in Higher Education

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118

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“…The collective map function : Theories as collectively shared maps provide collective orientation and reduce complexity 54,55 …”

Section: Ebm+theory: Integrating Empirical and Theoretical Evidencementioning

confidence: 99%

“…Theories are useful for reducing uncertainty because they fulfil several functions: [52][53][54][55][56][57][58][59] a. The collective map function: Theories as collectively shared maps provide collective orientation and reduce complexity.…”

Section: It Is Generally Accepted In the (General And Research-specific)mentioning

confidence: 99%

“…The collective map function: Theories as collectively shared maps provide collective orientation and reduce complexity. 54,55 b. The deduction function: Researchers can derive hypotheses or theory-based interventions 56 from theories using-for examplethe directed acyclic graph (DAG) method.…”

Section: It Is Generally Accepted In the (General And Research-specific)mentioning

confidence: 99%

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Reducing uncertainty in evidence‐based health policy by integrating empirical and theoretical evidence: An EbM+theory approach

Pfaff

Schmitt

2023

Evaluation Clinical Practice

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BackgroundTo reduce their decisional uncertainty, health policy decision‐makers rely more often on experts or their intuition than on evidence‐based knowledge, especially in times of urgency. However, this practice is unacceptable from an evidence‐based medicine (EbM) perspective. Therefore, in fast‐changing and complex situations, we need an approach that delivers recommendations that serve decision‐makers' needs for urgent, sound and uncertainty‐reducing decisions based on the principles of EbM.AimsThe aim of this paper is to propose an approach that serves this need by enriching EbM with theory.Materials and MethodsWe call this the EbM+theory approach, which integrates empirical and theoretical evidence in a context‐sensitive way to reduce intervention and implementation uncertainty.ResultsWithin this framework, we propose two distinct roadmaps to decrease intervention and implementation uncertainty: one for simple and the other for complex interventions. As part of the roadmap, we present a three‐step approach: applying theory (step 1), conducting mechanistic studies (EbM+; step 2) and conducting experiments (EbM; step 3).DiscussionThis paper is a plea for integrating empirical and theoretical knowledge by combining EbM, EbM+ and theoretical knowledge in a common procedural framework that allows flexibility even in dynamic times. A further aim is to stimulate a discussion on using theories in health sciences, health policy, and implementation.ConclusionThe main implications are that scientists and health politicians – the two main target groups of this paper—should receive more training in theoretical thinking; moreover, regulatory agencies like NICE may think about the usefulness of integrating elements of the EbM+theory approach into their considerations.

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“…Based on evidence from other fields (Clement, 2000; Erikson & Erlandson, 2015; Harrison & Treagust, 2000), the abstract, conceptual nature of psycholinguistic models may make them difficult to teach and learn. Yet, surprisingly little literature has addressed the teaching of cognition and no literature has tackled the specific difficulties involved in teaching models of mental processes, including psycholinguistic models.…”

Section: Learning About Modelsmentioning

confidence: 99%

Using Party Games to Help Students Understand Models of Psycholinguistics

Santelmann

2022

Teaching of Psychology

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Introduction Psycholinguistics presents a challenge to teaching and learning because of the many abstract models in the field. Language-related games provide a vehicle for students to ground and demonstrate their understanding of these models. Statement of the problem Models in psycholinguistics are challenging to teach and learn because they represent mental phenomena that have no physical counterpart. Literature Review Research on the teaching of models in other fields demonstrates that students have difficulty with models even when they represent physical phenomena. Little research has examined the teaching of cognitive models such as those in psycholinguistics. Objective This article demonstrates how using party games and board games is an active-learning approach that helps students ground their understanding of models in a concrete experience of producing and understanding language. Students learn through analyzing and reflecting on game play. Teaching Implications Using games helps make abstract models concrete and is a motivating tool. Written assignments using games clearly demonstrate students’ understanding of models. Conclusion Many popular party/board games have a language focus. These can easily be incorporated into existing courses to promote understanding of models in the field.

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Theories as maps: Teaching psychology beyond mind and behavior.

Cited by 7 publications

References 35 publications

Learning outcomes and critical thinking – good intentions in conflict

Learning outcomes and critical thinking – good intentions in conflict

Reducing uncertainty in evidence‐based health policy by integrating empirical and theoretical evidence: An EbM+theory approach

Using Party Games to Help Students Understand Models of Psycholinguistics

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