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    University students' views on the nature of science and psychology

    Access Status
    Fulltext not available
    Authors
    Provost, S.
    Martin, F.
    Peacock, A.
    Lipp, Ottmar
    Bath, D.
    Hannan, G.
    Date
    2011
    Type
    Journal Article
    
    Metadata
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    Citation
    Provost, S. and Martin, F. and Peacock, A. and Lipp, O. and Bath, D. and Hannan, G. 2011. University students' views on the nature of science and psychology. Psychology Learning and Teaching. 10 (2): pp. 128-145.
    Source Title
    Psychology Learning and Teaching
    DOI
    10.2304/plat.2011.10.2.128
    ISSN
    1475-7257
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/31336
    Collection
    • Curtin Research Publications
    Abstract

    Students' understanding of the nature of science (NOS), and the degree to which they perceive their discipline to be part of science, are critical to their academic development in psychology. In Study 1, 650 first-year psychology students from three universities in Australia completed the Psychology as a Science (PAS) questionnaire, an adjective checklist relating to science and psychology, and the Science Knowledge and Attitudes (SKA) scale. Results confirmed the limited value of the PAS to identify components of the NOS, but indicated that students view psychology to be a science within a few weeks of the commencement of their study at university. Three factors underlying the SKA scale were identified: naïve view of science (NVS), social and cultural perspective (SCP), and knowledge of refutability (KR). In Study 2, 622 students at the University of Tasmania completed the SKA and items relating to their beliefs about studying. Scores on the three factors were correlated with beliefs about studying, scores on KR increased with years of study, and scores on NVS decreased with years of study. These data suggest that our educational practices do in fact lead to appropriate changes in students' NOS understanding in a manner consistent with the learning outcomes underpinning psychology graduate attributes.

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