ERIC Number: EJ1042274
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 15
Physics Envy: Psychologists' Perceptions of Psychology and Agreement about Core Concepts
Howell, Jennifer L.; Collisson, Brian; King, Kelly M.
Teaching of Psychology, v41 n4 p330-334 Oct 2014
This study assessed the nature of psychology and its consensus regarding core content. We hypothesized that psychology possesses little agreement regarding its core content areas and thus may "envy" more canonical sciences, such as physics. Using a global sample, we compared psychologists' and physicists' perceptions regarding the nature of their field and consensus of core content areas within their respective disciplines. Results revealed that psychologists perceive their field as less theoretically and empirically grounded, and its major findings less agreed upon than physics. Psychologists also generated little consensus regarding its most important, core content areas. Discussion focuses on the importance of psychology establishing a core knowledge base and strategies to overcome "physics envy" in the classroom.
Descriptors: Psychology, Psychologists, Content Analysis, Physics, Comparative Analysis, Scientists, Intellectual Disciplines, Teaching Methods, Core Curriculum, Knowledge Base for Teaching
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DGE-0802270