Teaching Psychological Research Methods through a Pragmatic and Programmatic Approach

Autor/inn/en	Rosenkranz, Patrick; Fielden, Amy; Tzemou, Effy
Titel	Teaching Psychological Research Methods through a Pragmatic and Programmatic Approach
Quelle	In: Psychology Teaching Review, 20 (2014) 2, S.28-35 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Teaching Methods; Psychology; Research Methodology; Action Research; Pragmatics; Units of Study; Qualitative Research; Psychometrics; Test Construction; Rating Scales; Hypothesis Testing; Transfer of Training; Anxiety; Evaluation Methods; Social Media; Focus Groups; Questionnaires; Student Attitudes; Undergraduate Students; Ambiguity (Context) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Research method; Forschungsmethode; Projektforschung; Pragmalinguistik; Lerneinheit; Qualitative Forschung; Psychometry; Psychometrie; Testaufbau; Rating-Skala; Hypothesenprüfung; Hypothesentest; Training; Transfer; Ausbildung; Angst; Soziale Medien; Fragebogen; Schülerverhalten
Abstract	Research methods teaching in psychology is pivotal in preparing students for the transition from student as learner to independent practitioner. We took an action research approach to re-design, implement and evaluate a module guiding students through a programmatic and pragmatic research cycle. These revisions allow students to experience how diverse psychological methods can be united within a programme of research, whilst working as collaborators. In three sequential studies, researching the same topic, the module integrates qualitative methods with psychometric scale development and finally, hypothesis testing. The evaluation highlighted that students developed a diverse range of transferable skills, but experienced uncertainty associated with the research process and anxiety attributed to the less definitive guidance provided by staff. Interestingly, the reflection prompted by the evaluation methods facilitated student appreciation of this process and its value in preparing them for their final year project. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01