Misconceptions and Conceptual Change in Undergraduate Students' Understanding of Psychology as a Science

American undergraduate psychology students' (N = 438) beliefs about the scientific nature of the discipline were assessed as a function of their year in college (first to fourth year) and academic status in psychology (a comprehensive, limited, or minimal program of study in psychology). Studen...

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Bibliographic Details
Published in:Psychology learning and teaching 2011-03, Vol.10 (1), p.3-10
Main Authors: Amsel, Eric, Baird, Todd, Ashley, Aaron
Format: Article
Language:English
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Summary:American undergraduate psychology students' (N = 438) beliefs about the scientific nature of the discipline were assessed as a function of their year in college (first to fourth year) and academic status in psychology (a comprehensive, limited, or minimal program of study in psychology). Students completed the Psychology as a Science (PAS) questionnaire, in which they evaluated 15 Likert-type statements about scientific psychology. There was a main effect of year in college and academic status, suggesting that those who are academically advanced and committed to a comprehensive study of psychology had a stronger belief that psychology is a science. The results are discussed in terms of the process of conceptual change by which students overcome their misconceptions about psychology as a science.
ISSN:1475-7257
1475-7257
2057-3022
DOI:10.2304/plat.2011.10.1.3