teaching psychological research methods through a pragmatic and programmatic approach
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+Teaching psychological research methods through a pragmatic and programmatic approach.
Patrick Rosenkranz, Amy Fielden, Efstathia Tzemou
+Outline
The need for a new approach to teaching PSY 2011
Our approach
Evaluation of the new PSY 2011
+Psychology Research Training
In the UK this usually: involves the teaching of statistics and methods is taught in both the 1st & 2nd year each of the 3-
year programmes across semesters preparation for 3rd year project/dissertation involves lectures and practicals historically has valued quantitative methods and
experimental designs
This is reflective of the model at Newcastle
+The Background to the New PSY2011
2nd year, semester 2 research methods module
Revisions prompted by external examiners feedback
Revisions made keeping in mind: BPS requirements Theoretical approaches to teaching and learning
research methods The modern day field of psychology The importance of psychological literacy
+The BPS Requirements
Psychological research methods teaching should: cover both quantitative and qualitative methods focus on the development of research skills:
as a fundamental part of learning as a pre-requisite for professional training
develop valuable skills including: evaluating evidence making evidence-based decisions in every-day life
+External Examiners’ Feedback
Previous research modules over-emphasise experimental research and survey studies at the expense of: qualitative research methods (such as thematic
analysis of interview data) psychometrics (the theory and technique of
psychological construct measurement)
+PSY 2011: the Theoretical Framework
A pragmatic approach to teaching methods Research competence vs research methods
appreciation
A programmatic approach Reflective of “real” research
The nature of undergraduate research and inquiry
+The Nature of Undergraduate Research and Inquiry
Source: Healey and Jenkins, 2009
+The Aims of the New PSY2011
Develop independent researchers (last research methods module before final-year project)
Develop research skills and psychological literacy
Integrate the module into the degree programme as a whole
Draw upon the school’s peer mentoring scheme
+The New PSY2011
The Programmatic Approach: One topic: The use of Facebook in managing
relationships
Qualitative investigation
Psychometric scale
development and
validation
Online survey study
to test hypotheses
+The New PSY2011
The Pragmatic Approach: Lecture to provide theoretical background Workshop-based practicals Assessment: research reports
Collaborative Learning: Work in mentor groups Staff and demonstrators as collaborators in practicals
Fielden, Goldie, Sillence (2012)
Rosenkranz (2012)
+Our Broader Objectives
To provide students with an experience of: The uncertainty of research Making decisions and justifying them Collaboration as part of a research group and
with staff
+The Student’s Evaluations
Quantitative TEQ questions
Open ended TEQ questions
Focus group
+TEQ Overall Satisfaction
1 2 3 4 50%
5%
10%
15%
20%
25%
30%
35%
40%
Overall I am satisfied with this module
Strongly disagree Strongly agree
43.2%
+Other TEQ Responses
Question Percentage agree/strongly agree
The content was intellectually stimulating
35
The new methods introduced have challenged me
92.5
I have received helpful feedback 47
The teacher stimulated me to learn (average across 3 instructors)
72
The teacher was approachable (average across 3 instructors)
76
Working in my mentor group increased my understanding and/or developed my skills
67.5
I feel more comfortable following this module to make decisions about research
60
+Open-Ended Question Results
Answers short, descriptive and non-reflective E.g.: Q: What research-specific skills have you
learned as part of this module? A: how a survey based report is constructed
Seeming inconsistences in quantitative questions persisted
A need for an in-depth exploration: focus group
+Focus Group Findings
The focus group sort to elaborate on 2 key areas Perceptions of psychological research pre, post
and during the module Development of research skills and psychological
literacy
+Perceptions of Psychological ResearchPre
focus on well evidenced “proven” findings staff have the answers, there is one “truth” focus on formatting and style less content
During Less hand-holding/more independence in decision making “things were not tried and tested” Variation in the answers from different members of staff
Post Research is less definitive than previously thought –
empowerment Multiple means of investigation “Appreciation of real research”
+Development of Psychological LiteracyWorking in the mentor groups
group decision making dealing with conflict managing group roles
Evidence based conclusions evaluating research analysing data understanding results
Staff-student communication fostering independence staff may not have all the answers on the spot relationship building as collaborators/supervisors
+Conclusion
The differential perception of uncertainty in research Valuing uncertainty vs fearing uncertainty
Our challenge: managing uncertainty through communication?... through focused seminars?... through a group “manifesto”?... through the assignment of one member of staff to
each group?...
Any thoughts?...
+References
Fielden A, Goldie S, Sillence E.(2012). Taking another look: Developing a sustainable and expandable programme of qualitative research methods in psychology undergraduate teaching. Psychology Learning and Teaching, 11(1), 46-51.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy.
Rosenkranz P. (2012) Integrating Peer Mentoring into the Psychology Curriculum: from an extended induction to an academic skills course. Psychology Learning and Teaching, 11(2), 201-208
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