ERIC Number: EJ1024710
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Training Scientific Thinking Skills: Evidence from an MCAT[superscript 2015]-Aligned Classroom Module
Stevens, Courtney; Witkow, Melissa R.
Teaching of Psychology, v41 n2 p115-121 Apr 2014
The present study reports on the development and evaluation of a classroom module to train scientific thinking skills. The module was implemented in two of four parallel sections of introductory psychology. To assess learning, a passage-based question set from the medical college admissions test (MCAT[superscript 2015]) preview guide was included as extra credit on the final exam in all sections. This provided an outcome that was distinct in content from the module, while tapping the same underlying scientific thinking skills. Students in the experimental classrooms answered more questions correctly on targeted scientific thinking skills than students in the comparison classrooms. These data support the benefit of targeted activities for training scientific thinking skills in introductory psychology.
Descriptors: Thinking Skills, Learning Modules, Science Education, Teaching Methods, College Entrance Examinations, Science Process Skills, Undergraduate Students, Introductory Courses, Comparative Analysis, Statistical Analysis, Hypothesis Testing, Class Activities, Critical Thinking, Psychology
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Medical College Admission Test