Plug-and-Play Modules for Teaching Scientific Reasoning Skills in Intro Psych
Posted January 4, 2018
By Raechel Soicher
“Correlation is not causation.”
You know it. I know it. If we’re lucky, our students can at least parrot the phrase back to us at the end of the term.
But you and I also know the subtleties underlying this statement. We understand reverse causality and the third variable problem. We know that random assignment and a control group are critical elements for making claims of causality. We know how to look at a figure or table and make inferences about the type of research conducted. We can draw tentative conclusions tempered by the limitations inherent in the methodology used.
And yet, while our students jump at the chance to tell us “correlation is not causation”, do they really know what it means? They typically understand that there are different types of research and we shouldn’t make any bold causal claims from the results of most of them. But they aren’t usually able to identify research methodology from a real-world example. They tend to try to identify independent variables in observational or correlational research. They confuse random sampling and random assignment. And while they’re busy getting confused in the details, they’re also missing out on applying scientific thinking to real-world examples and to topics that are relevant and interesting to them. They’re missing the bigger picture of being a critical consumer of information. They’re unable to tap into skills that will help them to better understand the world around them.
So, if you’re like me, you’ve likely spent an inordinate amount of time tweaking your teaching - choosing a different textbook that describes research methods better, emphasizing learning objectives related to scientific thinking in your syllabus, creating class assignments that help students practice scientific content and thinking. And, if you’re like me, you’ve been frustrated by the seeming lack of results that comes from modifying your teaching over and over again. So the gist of this post is that I’ve got some good news and I’ve got some bad news. The bad news is that we’ve got a long way to go. The good news is that I’m about to introduce some teaching modules that have been shown to improve students’ scientific reasoning skills.
What are these magical modules?
In brief, the “Intro Psych Scientific Reasoning Modules” are a set of 8 independent classroom activities that can be used throughout the course of a regular introductory psychology class.
There are a few really great things about these modules:
- They are about topics relevant to students. From distracted driving to study habits, from the relationship between sleep and academic success to naturopathic treatments for depression, each of the modules helps students understand that psychological science has interesting, real-world applications.
- The modules are designed around one or more published scientific studies. We don’t always have to use made-up examples to help students understand research. Which is great because only real research studies come with the requisite messiness that helps students grow more comfortable with ambiguity and the gray areas that accompany most scientific explorations.
- These modules are truly “plug-and-play” - they come with everything you could need to implement them immediately. This includes an instructor guide (complete with APA Guidelines 2.0 Objectives and a section at the end specific to GTAs and others new to teaching), PowerPoint slides, and student handouts. Just spend half an hour or so reviewing the materials before you want to use them in class and you should be ready to go.
- The modules address a wide range of scientific reasoning skills including reading graphs and tables, making predictions, identifying variables, designing studies, and drawing conclusions.
How do we know they work?
These modules were originally designed as a collaboration between Dr. Kathryn A. Becker-Blease at Oregon State University and Dr. Courtney Stevens and Dr. Melissa R. Witkow at Willamette University. This work was funded by the National Science Foundation DUE # 105060. In two separate, published studies, Dr. Stevens and Dr. Witkow tested the use of the modules in both community college and liberal arts college classrooms (see citations at end). In the first study, students in two sections of Intro Psych at Willamette University received instruction with a single module during their regular term. On their final exam, students answered data-based reasoning questions similar to those now on the Medical College Admissions Test (MCAT). Students in the experimental sections performed better on MCAT questions than students in two control sections not receiving the modules. In a second study, the modules were similarly tested in classrooms at both 4-year and 2-year institutions. Again, students receiving the modules performed better on scientific reasoning outcome measures. Currently, Dr. Becker-Blease and her colleagues at Oregon State University are preparing evaluation data from large sections at a public university for publication. Spoiler alert: the results are favorable.
Anything else we should know?
Overall, researchers have found that implementing these modules in a wide variety of real college classrooms - large or small, 4-year or 2-year, seasoned instructors or graduate teaching assistants - is both feasible and effective for improving students’ scientific reasoning skills. More recently, the Society for the Teaching of Psychology (STP) funded a project to make these modules accessible to students with visual impairments. As a result of this generous Instructional Resource Award, a set of modules now exists complete with alt-tags, figure descriptions, and digital files for printing tactile graphs - everything a student with visual impairments would need to learn the same skills as our sighted students. Tactile graphs can be easily printed with a SwellForm printer - something most Disability Access offices already own (ask at your institution!). And, if your school doesn’t have this nifty machine, the School of Psychological Science at Oregon State University has some copies of the tactile graphs to be loaned out. Just email me.
How do I get these magical modules?
You can access all of the materials for the modules, including a “How-To” file at http://bit.ly/2xPqWMN. Yes, it’s that easy. The accessible materials are still under review, but you can request access by sending me an email ([email protected]). All modules are under a creative commons license which allows you to copy, remix, and distribute for any purpose.
Stevens, C. & Witkow, M.R. (2014). Training scientific-thinking skills: Evidence from an MCAT-aligned classroom module. Teaching of Psychology, 41(2), 115-121.
Stevens, C., Witkow, M.R., & Smelt, B. (2016). Strengthening scientific reasoning skills in Introductory Psychology: Evidence from community college and liberal arts classrooms. Scholarship of Teaching and Learning in Psychology, 2(4), 245-260.
Raechel N. Soicher, M.A. is currently a PhD student at Oregon State University, focused on translating cognitive laboratory science to psychology classrooms. She has been teaching psychology for almost 10 years, cycling through all roles - adjunct, tenure-track professor, and now GTA. Raechel has a long history of working to improve psychology students’ outcomes and advocating for instructors at community college. As a member of the APA Graduate Student Science Committee, she works to bring attention to the role of pedagogical research in the larger field of psychological science. She can be reached via email at [email protected] or on Twitter @rnsoicher
Plug-and-Play Modules for Teaching Scientific Reasoning Skills in Intro Psych - January 4, 2018 - Rachael Soichir - Ulinganisho sio sababu. Najua hilo. Kama sisi ni bahati, wanafunzi wetu wanaweza angalau parrot kifungu nyuma yetu mwishoni mwa muhula. Lakini wewe na mimi pia tunajua mambo madogo-madogo yanayotegemea taarifa hii. Kwa hivyo, kwa sababu ya sababu ya kugeuka, kuna tatizo la tatu. Tunajua kwamba mgawo wa nasibu na kikundi cha kudhibiti ni vipengele muhimu kwa ajili ya kufanya madai ya causality. Tunajua jinsi ya kuangalia takwimu au meza na kufanya inferences kuhusu aina ya utafiti uliofanywa. Tunaweza kutoa hitimisho la muda mfupi lililopunguzwa na mapungufu ya kawaida ya mbinu iliyotumiwa. Na bado, wakati wanafunzi wetu kuruka juu ya nafasi ya kutuambia <unk> uhusiano si sababu <unk>, Je, wao kweli kujua nini maana yake? Wao kawaida kuelewa kwamba kuna aina tofauti za utafiti na hatupaswi kufanya madai yoyote ya ujasiri causal kutoka kwa matokeo ya wengi wao. Lakini wao ni kawaida uwezo wa kutambua mbinu ya utafiti kutoka mfano wa ulimwengu halisi. Wao huwa na kujaribu kutambua vigezo huru katika uchunguzi au utafiti correlational. Wao kuchanganyikiwa sampuli random na mgawo random. Na wakati wao ni busy kupata kuchanganyikiwa katika maelezo, wao pia ni kukosa juu ya kutumia kufikiri kisayansi kwa mifano ya ulimwengu wa kweli na kwa mada ambayo ni muhimu na ya kuvutia kwao. Wao ni kukosa picha kubwa ya kuwa watumiaji muhimu wa habari. Hawawezi kutumia ustadi ambao utawasaidia kuelewa vizuri ulimwengu unaowazunguka. Kwa hivyo, ikiwa wewe ni kama mimi, labda umeweka muda mwingi sana kurekebisha ufundishaji wako - kuchagua kitabu tofauti cha masomo ambacho kinaelezea mbinu za utafiti vizuri, kukazia malengo ya kujifunza yanayohusiana na kufikiri kisayansi katika mtaala wako, kuunda kazi za darasa ambazo husaidia wanafunzi kufanya mazoezi ya yaliyomo ya kisayansi na kufikiri. Na, kama wewe ni kama mimi, umekuwa kukatishwa tamaa na kuonekana ukosefu wa matokeo ambayo inakuja kutoka kurekebisha mafundisho yako tena na tena. Kwa hiyo kiini cha chapisho hili ni kwamba nina baadhi ya habari nzuri na nina baadhi ya habari mbaya. Habari mbaya ni kwamba tuna njia ndefu ya kwenda. Habari njema ni kwamba mimi nina juu ya kuanzisha baadhi ya modules kufundisha ambayo yameonyeshwa kuboresha wanafunzi 'ufahamu wa kisayansi ujuzi. Moduli hizi za kichawi ni nini? "Mafunzo ya ""Intro Psych Scientific Reasoning Modules"" ni seti ya shughuli nane za darasa ambazo zinaweza kutumika katika kipindi chote cha darasa la kawaida la kuanzisha saikolojia." Kuna mambo machache kweli kubwa kuhusu modules hizi: - Wao ni kuhusu mada muhimu kwa wanafunzi. Kutoka kuingilia gari kwa kupotosha hadi tabia za kusoma, kutoka kwa uhusiano kati ya usingizi na mafanikio ya kitaaluma hadi matibabu ya naturopathic ya unyogovu, kila moja ya moduli husaidia wanafunzi kuelewa kwamba sayansi ya kisaikolojia ina matumizi ya kuvutia, ya ulimwengu halisi. - modules ni iliyoundwa kuzunguka moja au zaidi kuchapishwa masomo ya kisayansi. Sisi si daima kuwa na kutumia mifano alifanya-up kusaidia wanafunzi kuelewa utafiti. Hii ni nzuri kwa sababu tu utafiti wa kweli kuja na uharibifu required kwamba husaidia wanafunzi kukua vizuri zaidi na ambiguity na maeneo ya kijivu kwamba kuandamana zaidi ya uchunguzi wa kisayansi. - Modules hizi ni kweli <unk>plug-na-cheza<unk> - wao kuja na kila kitu unaweza haja ya kutekeleza yao mara moja. Hii inajumuisha mwongozo wa mwalimu (kujazwa na Miongozo ya APA 2.0 Malengo na sehemu ya mwisho maalum kwa GTA na wengine wapya kwa kufundisha), slides za PowerPoint, na handouts za mwanafunzi. Tumia nusu saa tu kukagua vifaa kabla ya kutumia katika darasa na utakuwa tayari kwenda. - modules kushughulikia mbalimbali ya ujuzi wa kisayansi kufikiri ikiwa ni pamoja na kusoma grafu na meza, kufanya utabiri, kutambua vigezo, kubuni masomo, na kuchora hitimisho. Tunajuaje kwamba zinafanya kazi? Moduli hizi zilitengenezwa awali kama ushirikiano kati ya Dk Kathryn A. Becker-Blease katika Chuo Kikuu cha Jimbo la Oregon na Dk Courtney Stevens na Dk Melissa R. Witkoff katika Chuo Kikuu cha Willamette. Kazi hii ilifadhiliwa na Shirika la Sayansi la Kitaifa (NFS) DUE # 10506. Katika masomo mawili tofauti, yaliyochapishwa, Dk Stevens na Dk Witkoff walijaribu matumizi ya moduli katika vyuo vikuu vya jamii na vyuo vikuu vya sanaa (tazama nukuu mwishoni). Katika utafiti wa kwanza, wanafunzi katika sehemu mbili za Intro Psych katika Chuo Kikuu cha Willamette walipokea mafundisho na moduli moja wakati wa muhula wao wa kawaida. Katika mtihani wao wa mwisho, wanafunzi walijibu maswali ya kufikiri yaliyotegemea data sawa na yale yaliyo katika Mtihani wa Kujiunga na Chuo cha Matibabu (MCAT). Wanafunzi katika sehemu za majaribio walifanya vizuri zaidi kwenye maswali ya MCAT kuliko wanafunzi katika sehemu mbili za kudhibiti ambazo hazikupokea moduli. Katika utafiti wa pili, moduli zilijaribiwa kwa njia sawa katika madarasa katika taasisi zote za miaka minne na mbili. Tena, wanafunzi waliopokea moduli walifanya vizuri zaidi katika vipimo vya matokeo ya kufikiri kisayansi. Hivi sasa, Becker-Blease na wenzake katika Chuo Kikuu cha Jimbo la Oregon wanaandaa data ya tathmini kutoka kwa sehemu kubwa katika chuo kikuu cha umma kwa ajili ya kuchapishwa. Onyo la spoiler: matokeo ni mazuri. Je, kuna jambo lingine tunalopaswa kujua? Kwa ujumla, watafiti wamegundua kwamba kutekeleza moduli hizi katika aina mbalimbali za madarasa ya chuo kikuu halisi - kubwa au ndogo, miaka minne au miaka miwili, walimu wenye uzoefu au wasaidizi wa ufundishaji wa kuhitimu - ni iwezekanavyo na ufanisi kwa kuboresha ujuzi wa kufikiri wa kisayansi wa wanafunzi. Katika mwaka wa 2015, Shirika la Ufundishaji wa Saikolojia (STP) lilitoa fedha kwa ajili ya mradi wa kufanya moduli hizi ziwe rahisi kwa wanafunzi wenye ulemavu wa kuona. Kama matokeo ya tuzo hii ya uaminifu ya rasilimali ya mafunzo, seti ya moduli sasa ipo kamili na alt-tags, maelezo ya takwimu, na faili za dijiti za kuchapisha grafu za kugusa - kila kitu mwanafunzi mwenye ulemavu wa kuona angehitaji kujifunza ujuzi sawa na wanafunzi wetu wenye kuona. Grafu za kugusa zinaweza kuchapishwa kwa urahisi na printa ya SwellForm - kitu ambacho ofisi nyingi za Ufikiaji wa Walemavu tayari zina (uliza katika taasisi yako!). Na, kama shule yako haina mashine hii nifty, Shule ya Sayansi ya Saikolojia katika Chuo Kikuu cha Jimbo la Oregon ina nakala fulani za grafu za kugusa kwa kukopa. Niandikie barua pepe tu. Ninawezaje kupata moduli hizi za kichawi? Unaweza kupata vifaa vyote kwa ajili ya modules, ikiwa ni pamoja na <unk>How-To<unk> faili katika http: bit.ly/2xPqWMN. Ndiyo, ni rahisi sana. Machapisho haya bado yanakaguliwa, lakini unaweza kuomba ufikiaji kwa kunipelekea barua pepe. Moduli zote ziko chini ya leseni ya Creative Commons ambayo inaruhusu kunakili, kurekebisha, na kusambaza kwa kusudi lolote. Stevens, C. & Witkow, M. R. (2014). Mafunzo ya ujuzi wa kufikiri kisayansi: Uthibitisho kutoka kwa moduli ya darasa iliyoendana na MCAT. Ufundishaji wa Saikolojia, 41 (2) 115-121. Stevens, C., Witkow, M.R., na Smelt, B. (2016). Kuimarisha ujuzi wa kufikiri kisayansi katika Saikolojia ya Utangulizi: Ushahidi kutoka chuo kikuu cha jamii na madarasa ya sanaa huria. Utafiti wa Ufundishaji na Kujifunza katika Saikolojia, 2 (4), 245-260. Raechel N. Soicher, M.A. Yeye ni mwanafunzi wa PhD katika Chuo Kikuu cha Jimbo la Oregon, na anafanya kazi katika utafiti wa maabara ya utambuzi na masomo ya kisaikolojia. Amekuwa akifundisha saikolojia kwa karibu miaka 10, akipitia majukumu yote - msaidizi, profesa wa kufuatilia muda, na sasa GTA. Raechel ana historia ndefu ya kufanya kazi ili kuboresha matokeo ya wanafunzi wa saikolojia na kutetea kwa walimu katika chuo kikuu cha jamii. Kama mwanachama wa Kamati ya Sayansi ya Wanafunzi wa Kujifunza ya APA, anafanya kazi kuleta umakini kwa jukumu la utafiti wa ufundishaji katika uwanja mkubwa wa sayansi ya saikolojia. Unaweza kumfikia kupitia barua pepe kwenye [email protected] au kwenye Twitter @rnsoicher