Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research

Autor/in	Frankowski, Scott D.
Titel	Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research
Quelle	In: Teaching of Psychology, 50 (2023) 3, S.291-297 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211024200
Schlagwörter	Psychological Studies; Science Education; Shared Resources and Services; Undergraduate Students; Student Research; Research Projects; Inclusion; Science Process Skills; Hypothesis Testing; Statistics Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Gemeinwirtschaft; Studentenforschung; Forschungsvorhaben; Inklusion; Hypothesenprüfung; Hypothesentest
Abstract	Introduction: Undergraduate research experiences prepare students for graduate training or employment. Statement of problem: At many teaching-intensive universities, there is a greater demand for research experiences than there are independent study opportunities. Students from typically underrepresented backgrounds may also be unaware of a department's undergraduate research pipeline of independent study, honor's theses, and internal research funding. Literature review: Course-based research contributes to diversity and inclusivity in access to undergraduate research experiences, especially at teaching-intensive universities. Course-based research is often integrated into methods courses, but not content courses. Teaching implications: I present practical ways to integrate research projects into courses. I stress the importance of testing theory, teaching open-science practices, and providing opportunities for students to present professionally. I also provide examples of implementing group research projects in content courses. Conclusion: Implementing course-based research projects, especially at teaching-intensive universities, can expand access to psychological science by providing valuable research opportunities for many students. Instructors can also benefit by intertwining their teaching, mentoring, and research goals. Future research should focus on experimentally testing learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01