Our examination of a number of widely used methodology texts in psychology revealed that they present a narrow conception of science that fails to recognize major changes in the understanding of science that have occurred since 1960. Such changes include an emphasis on explanation, theoretical promise and scientific importance, and the difficulties associated with hypothesis testing. Because these texts provide the primary source of science education for psychology students, they poorly prepare students for dealing with contemporary science. In this article, we detail the inadequacies of current methodological texts with respect to their treatment of science and describe a more currently acceptable conception of science. We provide instructors with recommendations for improving the science education of psychology students.
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