Embracing the interdisciplinary nature of psychology
Challenging the increasing dismissiveness of high school psychology as a social studies course
Bibliographic Data
| ID | 11070489 |
|---|---|
| Authors | Alexander M Wood (Michigan State University), Alexander Wood (0000-0001-7917-7498, Michigan State University, corresponding author), Kyle A Greenwalt (Michigan State University), Kyle Greenwalt (Michigan State University) |
| Year | 2024 |
| Pages | 1-38 |
| Publication date | 2024-02-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2023.2289010 |
| OpenAlex | W4392023681 |
| Language | EN |
| References cited | 39 |
Despite psychology's position within the National Council for the Social Studies' definition of social studies, the American Psychological Association is advocating the rebranding of psychology as a science course. This study interviews six high school psychology teachers and employs a Foucauldian framework to understand different perspectives on this rebranding, what makes teachers position their psychology course as science or social studies, and how that rebranding has impacted teachers' perceived ability to make psychology content relevant to students' lived experiences. We find significant disagreement among psychology teachers about the degree to which they should embrace the "psychology-as-science" paradigm. We also find that most professional development for high school psychology teachers is rooted in the science paradigm and that many teachers feel limited by their ability to connect psychology content to students' lived experiences under the science paradigm. We conclude with recommendations for teachers, curriculum leaders, researchers, and teacher preparation programs for upholding psychology as an interdisciplinary social studies course
Community psychology · Critical psychology · Mathematics education · Pedagogy · School psychology · Social science · Social studies · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Psychology · Social Psychology
International Handbook of Psychology Learning and Teaching
Making Social Science Matter
Theory, Practice, and the Education of Professionals
The meaning of ‘relevance’ in science education and its implications for the science curriculum
“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
Discipline and Punish
Challenging the White = Neutral Framework in Psychology
The potential of “civic science education”
Can psychology be a science of mind
Shifting pedagogy in an AP US government & politics classroom
Content selection in advanced courses
Teaching Psychology in the High School
State Standards for the Licensure of Secondary Social Studies Teachers
Reform by the Book
Teachers' Professional Knowledge Landscapes
A brief history of the psychology course in american high schools
Credentialing high school psychology teachers
Beyond Breadth-Speed-Test
The Interpretation of Cultures
Psychology and the science of science
Against the Dark
| Citation velocity | historical |
|---|---|
| Highly cited | No |