ERIC Number: EJ891209
Record Type: Journal
Publication Date: 2010-Jul
Abstractor: As Provided
Reference Count: 0
Do Psychology Researchers Tell It like It Is? A Microgenetic Analysis of Research Strategies and Self-Report Accuracy along a Continuum of Expertise
Feldon, David F.
Instructional Science: An International Journal of the Learning Sciences, v38 n4 p395-415 Jul 2010
Acquiring research skills is considered to be a highly challenging aspect of developing expertise in the social sciences. Because instruction and mentoring in these skills are typically grounded in the self-report of researchers, difficulties in learning the material may be due to the content and accuracy of these explanations. Using a mixed-method, microgenetic design, this study examines the explanations of problem-solving processes by researchers along a continuum of expertise during simulated experiment design and subsequent data analysis. Findings indicate that participants' self-explanations are largely inaccurate. Further, frequency of inaccurate statements is positively associated with the frequency of abstract cognitive processes, such as mental modeling and situation assessment. Implications of these findings for instruction and future research directions are discussed.
Descriptors: Research Methodology, Social Sciences, Data Analysis, Research Skills, Cognitive Processes, Researchers, Cognitive Development, Search Strategies, Genetics, Problem Solving, Correlation
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A