Exploring the Ecology

Beyond Cameron and Khanna

Bibliographic Data

ID21251983
AuthorsPatricia Kowalski (0000-0003-2906-1061, University of San Diego, corresponding author), Annette Kujawski Taylor (0000-0002-8565-0154, University of San Diego)
Year2024
Volume7
Issue2
Pages354-364
Publication date2024-06-01
Open AccessYes
TypeARTICLE
VenueHuman Arenas (JOURNAL)
Journal identifiersISSN: 2522-5790 • E-ISSN: 2522-5804
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s42087-023-00359-1
OpenAlexW4386348297
LanguageEN
Citations received1
References cited53

In reviewing the Cameron and Khanna project, we find much to be commended. The large diverse sample of researchers and the collection of widespread student misconceptions will help focus students and instructors in the introductory course on teaching and learning the science of psychology. The recommendations we make provide a guide for looking beyond student belief and recognizing factors potentially contributing to and supporting misconceptions. Because teaching psychological science in the introductory psychology course is challenging, it is likely that misconceptions result from misinterpretations of the evidence. Investigating how textbooks and instructors’ perceptions of claims perpetuate misconceptions would be an important contribution toward improving the teaching of psychology. Assessing student misconceptions about psychological science would document the prevalence of science misconceptions, would permit the investigation of change in knowledge and scientific attitudes with the introductory psychology course, and would provide a basis for studying links between misconceptions about psychology and misunderstanding (or lack of appreciation) of the very nature of science

Mathematics education · Perception · Science education · Scientific misconceptions · Academic and Historical Perspectives in Psychology · Neuroscience, Education and Cognitive Function · Psychology · Science Education and Pedagogy

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Open DOIOpen Access