Bryan K. Saville et al.
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Real-World Connections are not Obvious
Considerable research suggests that students view “real-world relevance” as important to
learning course material (e.g., Buskist, Sikorski, Buckley, & Saville, 2002). However, whereas
students quickly identify the importance of such topics as memory and motivation, few
initially see how t tests and threats to internal validity, for example, are relevant to their lives.
Consequently, many students—especially those whose future plans do not include graduate
school—often wonder what statistics and research methods can provide for them. Only
when students see the relevance of the material they learn in these courses can teachers begin
to break through the walls that stand in the way of their students’ ability to think critically.
Students Do Not See the Inherent Value in These Courses
Quite possibly the greatest barrier to teaching critical thinking in statistics and research
methods is that most students become psychology majors in the hope of pursuing careers
as practitioners. Because many students are under the mistaken impression that careers in
counseling, for example, will not require them to know about statistics and research meth-
ods, they often do not see the value in taking such courses. Instead, they think they would
be better served by focusing on courses such as abnormal psychology and personality
(Johanson & Fried, 2002). Until students understand the importance of these courses
with regard to their futures (e.g., Grocer & Kohout, 1997; Keith-Spiegel, Tabachnick, &
Spiegel, 1994), they may not see the value in thinking critically about course material.
Teaching Content Versus Critical Thinking
As psychology has evolved over the past century, so too have the statistical analyses and
research methods that psychologists use. This new information has made its way into
statistics and research methods textbooks, with the expectation that instructors will spend
time discussing these important topics. With an increased number of topics to cover—and
no concurrent increase in the number of days in which to cover them—many teachers
believe that they should spend the majority of their time focusing on course content and
less time focusing on critical thinking skills—skills that also take time to teach.
Becoming aware of these and other possible barriers to critical thinking may make it easier
for statistics and research methods instructors to address them if—or, maybe more accurately,
when—they arise. Next, we discuss some ways to address these barriers to critical thinking.
Addressing these Barriers to Critical Thinking
Each of the barriers mentioned above presents a challenge for instructors who want to
teach critical thinking in statistics and research methods courses. Fortunately, there are