"There's so Much More to It than What I Initially Thought": Stepping into Researchers' Shoes with a Class Activity in a First Year Psychology Survey Course

Autor/in	Tatlow-Golden, Mimi
Titel	"There's so Much More to It than What I Initially Thought": Stepping into Researchers' Shoes with a Class Activity in a First Year Psychology Survey Course
Quelle	In: Psychology Learning and Teaching, 14 (2015) 1, S.51-61 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725714565231
Schlagwörter	Foreign Countries; Undergraduate Students; Psychology; Introductory Courses; Class Activities; Pilot Projects; Feasibility Studies; Research Methodology; Methods Courses; Theory Practice Relationship; Gender Differences; Active Learning; Writing Assignments; Consumer Economics; Learner Engagement; Demonstrations (Educational); Ireland (Dublin) + Suchen Sie Ihr Suchwort? Ausland; Psychologie; Einführungskurs; Pilot project; Modellversuch; Pilotprojekt; Research method; Forschungsmethode; Methodisch-didaktische Anleitung; Theorie-Praxis-Beziehung; Geschlechterkonflikt; Aktives Lernen; Konsumökonomie; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	In psychology, it is widely agreed that research methods, although central to the discipline, are particularly challenging to learn and teach, particularly at introductory level. This pilot study explored the potential of embedding a student-conducted research activity in a one-semester undergraduate "Introduction to Psychology" survey course, with the aims of (a) engaging students with the topic of research methods; (b) developing students' comprehension and application of research methods concepts; and (c) building students' ability to link research with theory. The research activity explored shoe ownership, examining gender differences and relationships with age, and linking to theories of gender difference and of consumer identity. The process of carrying out the research and reflecting on it created a contextualized, active learning environment in which students themselves raised many issues that research methods lectures seek to cover. Students also wrote richer assignments than standard first year mid-term essays. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01