Developing Scientific Reasoning Skills in Beginning and Ending Students

Publication Year:
2010
Usage 55
Abstract Views 55
Repository URL:
https://digitalcommons.kennesaw.edu/facpubs/455
Author(s):
Baker, Suzanne C.; McCarthy, Maureen; Halonen, Jane S.; Dunn, Dana S.; Hill, G. William, IV
Tags:
psychology departments; psychology faculty; psychology majors; mastery learning; reasoning; undergraduate psychology education; best practices; Curriculum and Instruction; Education; Higher Education and Teaching; Psychology
book chapter description
The purpose of this chapter is to explore the role that departments and their faculty play in moving students from declaring psychology as a major to mastering the concepts, theories, and ways of thinking of psychologists at a baccalaureate level. We examine best practices that departments and faculty can adopt to facilitate optimal outcomes for both the students and the faculty who deliver the program. We begin before the story officially starts to unfold—with students who have little or no awareness of the whys and wherefores of psychology as a contemporary science.