Teaching Scientific Thinking Using Recent Archival Revelations about the Stanford Prison Experiment

Autor/inn/en	Griggs, Richard A.; Bartels, Jared M.
Titel	Teaching Scientific Thinking Using Recent Archival Revelations about the Stanford Prison Experiment
Quelle	In: Psychology Teaching Review, 25 (2019) 2, S.39-47 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Science Instruction; Teaching Methods; Science Process Skills; Scientific Methodology; Social Psychology; Introductory Courses; Correctional Institutions; Criticism; Archives; Institutionalized Persons; Experiments; Textbooks; Social Science Research; Research Problems + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialpsychologie; Einführungskurs; Jugendstrafvollzug; Kritik; Archivwesen; Archiv; Erprobung; Textbook; Text book; Schulbuch; Lehrbuch; Social scientific research; Sozialwissenschaftliche Forschung; Forschungskritik
Abstract	Although the Stanford Prison Experiment (SPE) has been challenged on methodological, theoretical, and ethical grounds, these criticisms have been largely ignored by teachers and textbook authors. Recent revelations arising from an analysis of the SPE archival materials, however, not only strongly support these past criticisms but also question the scientific validity of the SPE and the accuracy of Zimbardo's published and media accounts of it. These revelations have led some psychologists to call for the removal of SPE coverage in psychology courses and textbooks. We agree with this call but recommend that coverage of the SPE in light of the archival revelations replace it in order to teach psychology students about science and scientific thinking, critical elements in the psychology curriculum. We provide examples of how this can be done to teach the critical role of falsification in science and the negative influence of careerism on scientific research. (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/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01