Abstract
AbstractIn reviewing the Cameron and Khanna project, we find much to be commended. The large diverse sample of researchers and the collection of widespread student misconceptions will help focus students and instructors in the introductory course on teaching and learning the science of psychology. The recommendations we make provide a guide for looking beyond student belief and recognizing factors potentially contributing to and supporting misconceptions. Because teaching psychological science in the introductory psychology course is challenging, it is likely that misconceptions result from misinterpretations of the evidence. Investigating how textbooks and instructors’ perceptions of claims perpetuate misconceptions would be an important contribution toward improving the teaching of psychology. Assessing student misconceptions about psychological science would document the prevalence of science misconceptions, would permit the investigation of change in knowledge and scientific attitudes with the introductory psychology course, and would provide a basis for studying links between misconceptions about psychology and misunderstanding (or lack of appreciation) of the very nature of science.
Publisher
Springer Science and Business Media LLC
Subject
Psychology (miscellaneous),Social Sciences (miscellaneous),Arts and Humanities (miscellaneous)
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