Abstract
Volume 48, No. 2
The Replication Corner
Psychological Misconceptions and Their Relation to Students’ Lay Beliefs of Mind
Mark Sibicky, Christopher L. Klein and Emily Embrescia
Teaching of Psychology, 48(2), 103–109
Psychological misconceptions are common among students taking psychology courses. In this study, we show an association between student endorsement of misconceptions and two prevalent and well-researched lay beliefs about the human mind, specifically the belief in free will and dualism. This study also revisits and builds upon past research investigating the relationship between believing in psychological misconceptions and other student beliefs such as opinions about psychology as science and beliefs in extrasensory perception, and student characteristics such as critical thinking ability, number of psychology courses taken, and grade point average. The findings are discussed in the context that differences among students in beliefs in free will and dualism may lead some students to endorse a greater number of common psychological misconceptions. We discuss the implications of these findings for instruction and for research on techniques to correct student misconceptions.
psychological misconceptions, lay beliefs of mind, free will, dualism
The Proof of Concept Corner
Learning from Teaching: Benefits of Peer Leadership for Peer Leaders in Psychology
Diana K. Riser, Stephanie P. da Silva and Stephanie D. Clarke
Teaching of Psychology, 48(2), 110–116
Peer leader programs train students in supporting introductory learners in traditional classrooms via instructional sessions of peer-to-peer learning. Assessments of these programs typically focus on benefits to learners rather than leaders, with any gains for leaders shown via self-reported growth measures. This study examined benefits to leaders using additional indexes such as standardized scores of content knowledge and grade point average. Participants were high-achieving psychology students who underwent a pedagogical training program and led instructional sessions for learners weekly. We found evidence that peer leaders experience gains in content knowledge, academic success, and career readiness. Peer leader programs serve as useful additions to academic programs by aiding learning in classrooms and improving leadership abilities and content knowledge in advanced students.
peer leaders, pedagogy, leadership
Myth-Busting with Infographics: Do Creative Assignments Help Students Learn?
Jenel T. Cavazos, William Stern, Elise Stepheson and Benjamin Heddy
Teaching of Psychology, 48(2), 117–123
Belief in psychological misconceptions has potential repercussions for both students and potentially society as a whole. We present a creative and engaging myth refutation assignment that uses an infographic format to promote the refutation of psychological misconceptions. A total of 166 students completed the myth refutation assignment, along with pre-assignment surveys to measure transformative experience, interest, and critical thinking. An end-of-semester myth quiz was given to assess long-term learning. Frequency of correct responses was higher for quiz questions that corresponded to the myth chosen for the students’ project, indicating that the assignment was effective at promoting learning. None of the other variables were significant predictors of myth refutation at the end of the semester.
conceptual change, myth refutation, critical thinking, interest, transformative experience
Comparing Student Attitudes to Spreadsheet and Advanced Statistical Packages
Angela R. Surrusco, Zachary J. Kunicki, Sarah L. DiPerri, Marie C. Tate, Megan M. Risi, Nicholas S. Zambrotta and Lisa L. Harlow
Teaching of Psychology, 48(2), 124–129
The statistical package chosen to aid in teaching quantitative methods is at the instructor’s discretion, but little research has investigated student attitude toward these different packages. This study compared Google Sheets, a spreadsheet package similar to Microsoft Excel, and a traditional package, SPSS, to determine which of the two programs students preferred to use. One hundred and thirty-nine students enrolled in a quantitative methods course completed surveys at the middle and end of the semester during Spring 2016 and Fall 2016. The results suggested Google Sheets was preferred to SPSS at both time points, and attitudes toward Google Sheets improved over time. Further research could investigate the perspectives of students in other levels of experience with statistics and other statistical packages.
student attitudes, teaching, statistical packages
The Science of Teaching and Learning Corner
Kindness at First Sight: The Role of Syllabi in Impression Formation
Amy T. Nusbaum, Samantha Swindell and Anna Plemons
Teaching of Psychology, 48(2), 130–143
Strong faculty–student relationships are an important predictor of student retention and success in higher education. Faculty often work to establish these relationships by developing rapport with students in the classroom, but minimal research has been done on whether syllabus design and language can affect these relationships. The goal of Experiment 1 was to examine whether the use of a more visual syllabus design or more welcoming syllabus language could affect students’ perceptions of their instructors or knowledge of the syllabus content. Overall, neither visual formatting nor language had a significant impact on perceptions of the syllabus or scores on quizzes about the syllabus. However, participants who viewed the syllabi with a more visual design rated the hypothetical professor as kinder, more creative, and more approachable than those who viewed syllabi with a less visual design. Experiment 2 used a heat-mapping technique to determine which elements of the syllabus students were responding to when forming their impressions.
syllabus, welcoming language, student perceptions, faculty-student relationships
Entering the Workforce or Going to Graduate School: Themes in Psychology Alumni Decision Making
Chehalis M. Strapp, Kyla Bredimus, Tashawna Wright, Rochelle Cochrane and Elizabeth Fields
Teaching of Psychology, 48(2), 144–154
The goal of the current study was to explore how psychology majors decide whether to enter the workforce or attend graduate school. Thirty-two psychology alumni, including 22 women and 10 men (Mage = 28.88 years, SD = 5.25) participated in semi-structured interviews about their ending time as an undergraduate and figuring out next steps. Using consensual qualitative research (CQR) themes emerged related to gaining experience, relationships, uncertainty, and self-knowledge. Alumni entering the workforce reflected on internship experiences, uncertainty, and finances, while alumni entering graduate school emphasized first-hand experiences, self-knowledge, goals, and location. Additional differences emerged for alumni identifying as first-generation students. Results highlight diverse factors influencing the decision to enter the workforce or attend graduate school.
psychology majors, career decisions, workforce, graduate school
Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes
Jane S. Vogler, Jun Fu and Emily A. Finney
Teaching of Psychology, 48(2), 155–164
Background
Prior research has shown that pre-service teachers’ learning of theory is enhanced when teacher educators model the instructional approaches that they advocate as effective.
Objective
The purpose of this study was to compare undergraduate learning outcomes in a course using Team-based Learning (TBL) with those in a traditional, lecture-based approach.
Method
Occurring across two consecutive semesters, we recruited students (n = 43) enrolled in an educational psychology course serving primarily pre-service teachers for this quasi-experimental study. In addition to final grades, data sources included responses to essay prompts administered at the beginning and end of the semester, which were qualitatively analyzed and coded.
Results
Independent samples t-tests showed significant differences in favor of students in the TBL condition for course grades, but not on the final exam. χ2 tests of independence revealed significant differences for two of the seven essay codes, again in favor of TBL.
Conclusion
These results provide further evidence that when placed in a context that emphasizes collaborative learning, students demonstrate more nuanced understanding and fewer misconceptions.
Teaching Implications
The opportunity to experience TBL may provide pre-service teachers with better theoretical understanding and an effective model for translating socio-constructive theory into collaborative learning practices.
team-based learning, educational psychology, learning outcomes, qualitative analysis
Intended and Actual Changes in Study Behaviors in an Introductory and Upper-Level Psychology Course
Shaina F. Rowell, Regina F. Frey and Elise M. Walck-Shannon
Teaching of Psychology, 48(2), 165–174
We examined self-directed studying of students in an introductory (Study 1) and upper-level (Study 2) psychology course. Students reported their study behaviors for Exam 1 and 2, and wrote Exam 2 study plans. In both studies, students planned to and ultimately did use more active strategies for Exam 2 than Exam 1. However, they struggled to follow through on plans to space studying over time. In Study 1, we also found that greater use of active strategies (e.g., retrieval practice) was associated with higher exam scores when controlling for factors such as study time. Our findings highlight that students across course levels are interested in changing their study behaviors and we note implications for instructors.
study strategy, study habit, study plan, retrieval practice, performance, exam
The Scholarly Teacher Corner
Bridging the Science-to-Service Gap: Service Learning in Graduate-Level Psychology Education
Stevie N. Grassetti, Katie Solic and Zachary Getz
Teaching of Psychology, 48(2), 175–181
Introduction
The discrepancy between what is known from clinical research and what is done in applied clinical practice is called the “science-to-service gap.” Teaching students to bridge this gap must be a primary focus of graduate education in applied psychology sub-disciplines.
Statement of the Problem: Since science is fluid, an exclusive focus on teaching current empirically supported practices is insufficient. To make a meaningful impact, graduate students need opportunities to practice scientific reasoning in community settings.
Literature Review: Service Learning facilitates applied experiences for students to practice scientific reasoning in “real world” settings in collaboration with community partners.
Objective
In this paper, we describe the SL pedagogy and model how to apply the pedagogy to a sample graduate-level course.
Teaching Implications: SL courses facilitate high impact opportunities for students to practice data-driven decision-making while serving the community.
Conclusion
SL benefits students and the community. Future work can build on the model course we describe by evaluating the outcomes of SL courses against other models of effective teaching.
program evaluation, SL, teaching graduate psychology
Obituary
In Memoriam: Scott O. Lilienfeld
Steven Jay Lynn and Laura L. Namy
Teaching of Psychology, 48(2), 182–183
No Abstract
In Memoriam: Samuel M. Cameron
Elizabeth V. Swenson
Teaching of Psychology, 48(2), 184–185
No Abstract