Abstract
Volume 44, No. 3
Topical Articles
The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course
Patricia V. Roehling, Lindsey M. Root Luna, Fallon J. Richie and John J. Shaughnessy
Teaching of Psychology, 44(3), 183–192.
Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We flipped four class topics in an introduction to psychology course, evaluated resulting student attitudes, and compared students’ performance on the flipped units to their performance on traditionally delivered content. We found mixed results for the effectiveness of the flipped classroom that were moderated by student characteristics and experiences with previous online or flipped courses. Students reported an overall preference for traditional classroom delivery but suggested retaining the flipped approach for some class periods.
Open Introductory Psychology Textbooks: Prose and Qualms
Richard A. Griggs and Sherri L. Jackson
Teaching of Psychology, 44(3), 193–202.
Given their high cost, many students no longer buy textbooks for all of their courses, impacting their learning and performance in these courses. This is especially prevalent at community colleges. Open (digitally free) textbooks constitute one solution to this problem, but the latest national survey of college faculty found that 66% were not aware of open textbooks and 15% only somewhat aware. Because introductory psychology is psychology’s most popular course with 1–2 million students enrolled annually and almost 50% are community college students, we addressed this unawareness problem by providing analytical discussions of the viability of the open introductory textbooks presently available. We conclude that traditional textbooks are higher in quality, but open textbooks meet a specific market need.
Development of a Research Methods and Statistics Concept Inventory
Jennifer C. Veilleux and Kate M. Chapman
Teaching of Psychology, 44(3), 203–211.
Research methods and statistics are core courses in the undergraduate psychology major. To assess learning outcomes, it would be useful to have a measure that assesses research methods and statistical literacy beyond course grades. In two studies, we developed and provided initial validation results for a research methods and statistical knowledge concept inventory for eventual use in further scholarship of teaching and learning. In Study 1, we created vignettes and administered open–ended questions to psychology subject pool students. In Study 2, we refined the vignettes and created multiple-choice items using participant responses from Study 1. After administering the measure to psychology subject pool students and a community-based sample of Amazon Mechanical Turk workers, we used item response theory to select 20 items to compose the final Psychological Research Inventory of Concepts.
Validation of the Psychological Research Inventory of Concepts: An Index of Research and Statistical Literacy
Jennifer C. Veilleux and Kate M. Chapman
Teaching of Psychology, 44(3), 212–221.
The current set of three studies further evaluates the validity and application of the Psychological Research Inventory of Concepts (PRIC). In Study 1, we administered the PRIC to a sample of introductory psychology students and online (Mechanical Turk) participants along with measures assessing theoretically related concepts. We found evidence of concurrent validity by demonstrating that PRIC scores relate to education, cognitive effort, and general psychological knowledge. In Study 2, we demonstrated that advanced psychology majors score higher on the PRIC than college graduates who did not major in psychology, suggesting that the PRIC assesses domain-specific knowledge and may be useful in assessment of the undergraduate psychology major. Finally, in Study 3, we demonstrated that scores on the PRIC increase from the start to the end of a research methods course. Together, these studies provide further evidence that the PRIC may be a useful index of learning research methods and statistical knowledge important for the undergraduate psychology degree.
Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning
Amanda D. Zelechoski, Christina L. Riggs Romaine and Melinda Wolbransky
Teaching of Psychology, 44(3), 222–231.
Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.
Linking Class and Community: An Investigation of Service Learning
Bethany Fleck, Heather D. Hussey and Lily Rutledge-Ellison
Teaching of Psychology, 44(3), 232–239.
This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problembased SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL.
Faculty Forum
Changes in Author, Editor, and Reviewer Genders Over 42 Years in Teaching of Psychology
Lee I. McCann, Alexandria R. Ebert, Rebecca R. Timmins and Ashley E. Thompson
Teaching of Psychology, 44(3), 240–245.
The present study examined changes in the genders of authors, first authors, reviewers, and editorial staff over 42 years (1974–2015) in Teaching of Psychology. Over the first 6 years of the journal’s publication, 17.67% of authors and 16.5% of first authors were women, increasing to 57.83% and 44% in the most recent 6 years. From the first 6 years to the most recent 6 years, women as reviewers increased from 9.33% to 37.17% and as editorial staff from 28% to 43.5%, and the number of authors per article increased from 1.52 per article to 2.52. Percentages of women authors, first authors, editorial staff, reviewers, and PhDs earned in psychology by women over time were highly correlated.
Introductory Psychology: How Student Experiences Relate to Their Understanding of Psychological Science
Thomas Toomey, Deborah Richardson and Georgina Hammock
Teaching of Psychology, 44(3), 246–249.
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.
Using Critical Thinking Drills to Teach and Assess Proficiency in Methodological and Statistical Thinking
Ted V. Cascio
Teaching of Psychology, 44(3), 250–254.
This study assesses the effectiveness of critical thinking drills (CTDs), a repetitious classroom activity designed to improve methodological and statistical thinking in relation to psychological claims embedded in popular press articles. In each of four separate CTDs, students critically analyzed a brief article reporting a recent psychological study by answering a set of 10 critical thinking questions in relation to it. Student responses were subsequently self-scored through an instructor-led discussion session. Results showed that the average CTD score increased linearly between the first and final assessment. These results suggest that critical thinking in relation to scientific claims found in secondary source material can be successfully taught and quantitatively assessed.
Revising Psychology Misconceptions by Integrating a Refutation-Style Text Framework Into Poster Presentations
Karla A. Lassonde, Molly Kolquist and Megan Vergin
Teaching of Psychology, 44(3), 255–262.
Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations containing information describing a misconception as false. Posters were created with the intent to revise psychological misconceptions. After the poster presentations, participants took the same true/false posttest survey and then were asked to explain their answer choice. Participants took the posttest survey several days later to assess long-term retention. Results revealed that the refutation-style poster presentations were successful in revising knowledge for psychology misconceptions. The benefits of integrating refutation-based learning into classroom and laboratory studies are discussed.
Exam Question Sequencing Effects and Context Cues
Doris Bitler Davis
Teaching of Psychology, 44(3), 263–267.
Providing two or more versions of multiple-choice exams has long been a popular strategy for reducing the opportunity for students to engage in academic dishonesty. While the results of studies comparing exam scores under different question-order conditions have been inconclusive, the potential importance of contextual cues to aid student recall and recognition has been a common theme. The current study compares the effect of forward- and random-ordered exam questions on grades in two courses, introductory psychology and principles of learning, with different degrees of interrelatedness among the topics covered. Context cues would presumably be more important in courses with relatively independent chapter topics. No significant differences were noted, highlighting the need for a new framework for understanding factors that affect the reliability of different test versions.
The Teaching of Undergraduate Health Psychology: A National Survey
Aliza A. Panjwani, Regan A. R. Gurung and Tracey A. Revenson
Teaching of Psychology, 44(3), 268–273.
We conducted an online national survey to examine how undergraduate health psychology is taught, offer information about course design and content, and provide a needs analysis. Health psychology instructors (N = 126) answered questions about course format, teaching tools, importance of covering specific topics, and needed resources. A principal components analysis of topic importance ratings revealed five domains: chronic illness, stress and adjustment processes, health psychology in practice, health behavior change, and basics and background. Participants noted that health disparities were not sufficiently addressed in textbooks. A need for integrating digital media and class activities as teaching tools was apparent. Although the number of health psychology courses has increased, there is some inconsistency in how the subject is taught and a clear need for teaching resources.
Connecting Psychological Science With Climate Change: A Persuasion and Social Influence Assignment
Geoffrey D. Munro and Margaret M. Behlen
Teaching of Psychology, 44(3), 274–277.
Students often have little understanding of the role psychological science plays in informing us about the impact of human behaviour when addressing climate change. We designed an assignment for a social psychology course based on Frantz and Mayer’s use of the decision tree model of helping behavior to identify the psychological barriers that reduce the likelihood that people will take action against climate change. Students identified one barrier and designed a persuasion or influence attempt to address that barrier. The assignment integrated social psychological topics in several areas (e.g., helping behavior, persuasion). A pretest– posttest design revealed that students’ knowledge of the role of psychological science in understanding climate change increased compared to a control class.
The Generalist’s Corner
A Teachable Ethics Scandal
Mitchell M. Handelsman
Teaching of Psychology, 44(3), 278–284.
In this article, I describe a recent scandal involving collusion between officials at the American Psychological Association (APA) and the U.S. Department of Defense, which appears to have enabled the torture of detainees at the Guantanamo Bay detention facility. The scandal is a relevant, complex, and engaging case that teachers can use in a variety of courses. Details of the scandal exemplify a number of psychological concepts, including obedience, groupthink, terror management theory, group influence, and motivation. The scandal can help students understand several factors that make ethical decision-making difficult, including stress, emotions, and cognitive factors such as loss aversion, anchoring, framing, and ethical fading. I conclude by exploring some parallels between the current torture scandal and the development of APA’s ethics guidelines regarding the use of deception in research.