Dana Gross
240
I feel that I’m much more aware of the potential problems and strengths of a study. I feel that
with my new knowledge, I’m more qualified to objectively say if a study is good or bad and
why. Learning about different study methods and their strengths and weaknesses, ethical
limitations, and issues like internal and external validity has allowed me to evaluate studies
with the eye of a psychologist, rather than just a student.
Through their postcourse reflections on the initial Best/Worst exemplars and the associated
rationales, students demonstrate that they are learning to see—and think—like psychologists.
References
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct.
Retrieved June 4, 2007, from http://www.apa.org/ethics/code2002.html
Bransford, J. D., & Donovan, M. S. (2005). Scientific inquiry and how people learn. In M. S. Donovan,
& J. D. Bransford (Eds.), How students learn history, mathematics and science in the classroom (pp.
397–419). Washington, DC: National Research Council, National Academies Press.
Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: The relationship
between college-level writing and critical thinking abilities. Assessing Writing, 9, 56–75.
Hubbard, R. W., & Ritchie, K. L. (1999). The human subjects review procedure: An exercise in
critical thinking for undergraduate experimental psychology students. In M. E. Ware & C. L.
Brewer (Eds.), Handbook for teaching statistics and research methods (2nd ed., pp. 235–236).
Mahwah, NJ: Erlbaum.
Lehman, D. R., & Nisbett, R. E. (1990). A longitudinal study of the effects of undergraduate train-
ing on reasoning. Developmental Psychology, 26, 952–960.
Middendorf, J., & Pace, D. (2004). Decoding the disciplines: A model for helping students learn
disciplinary ways of thinking. New Directions for Teaching and Learning, 98, 1–12.
Nuhfer, E. B. (2004). Build a knowledge questionnaire for better learning. Nutshell Notes, 12(1).
Retrieved March 1, 2007, from http://www.isu.edu/ctl/nutshells/nutshell12-1.html
VanderStoep, S. W., & Shaughnessy, J. J. (1999). Taking a course in research methods improves
reasoning about real-life events. In M. E. Ware & C. L. Brewer (Eds.), Handbook for teaching
statistics and research methods (2nd ed., pp. 242–244). Mahwah, NJ: Erlbaum.
Wirth, K., & Perkins, D. (2005). Knowledge surveys: An indispensable course design and assess-
ment tool. Proceedings: Innovations in the Scholarship of Teaching and Learning Conference.
St. Olaf College/Carleton College. Retrieved March 1, 2007, from http://www.macalester.edu/
geology/wirth/WirthPerkinsKS.pdf
Author Notes
Please send correspondence to Dana Gross, St. Olaf College, 1520 St. Olaf Ave., Northfield,
MN 55057-1098; email [email protected]
The assignment described in this report was adapted from one the author completed as
a graduate student in a research methods course taught by Dr. Anne D. Pick, Institute of
Child Development, University of Minnesota. Copies of both parts of the Best/Worst
assignment described in this report and the Student Approaches Questionnaire may be
obtained by contacting the author.