Abstract
Purpose: Utilising two illustrative case studies, this presentation discusses the pedagogical benefits for students and the advantages for the broader scientific community of conducting replication studies, both quantitative and qualitative, as student group research projects in psychology courses.
Background: A common method for teaching psychology research methods is assigning a group research project in which students design and conduct an original study. However, novice students often lack the time, resources, and expertise to adequately design a novel and interesting study. Instead, teaching students research methods and study design through replications of recent, cutting-edge psychological studies allows students to conduct research originally designed by experts in the field. Additionally, conducting replications allows students to investigate interesting and relevant questions, critically evaluate research methods and designs, and learn about the importance of open science.
Method: In a MSc Psychology Conversion course, small groups of approximately six students participated in quantitative or qualitative replication projects over 12 teaching weeks. Projects were chosen for their suitability, analysis technique and interest factor. Students then presented their projects orally and in written reports, critically discussing similarities and differences in research methods and results.
Conclusions: These projects were challenging for students as they had to show understanding of the aims and features of quantitative or qualitative replications. However, the scientific community benefits by having replications in diverse populations, and students trained in the importance of open science practices. Students have a pedagogically rich research experience with increased opportunity for dissemination and publication of results.
Background: A common method for teaching psychology research methods is assigning a group research project in which students design and conduct an original study. However, novice students often lack the time, resources, and expertise to adequately design a novel and interesting study. Instead, teaching students research methods and study design through replications of recent, cutting-edge psychological studies allows students to conduct research originally designed by experts in the field. Additionally, conducting replications allows students to investigate interesting and relevant questions, critically evaluate research methods and designs, and learn about the importance of open science.
Method: In a MSc Psychology Conversion course, small groups of approximately six students participated in quantitative or qualitative replication projects over 12 teaching weeks. Projects were chosen for their suitability, analysis technique and interest factor. Students then presented their projects orally and in written reports, critically discussing similarities and differences in research methods and results.
Conclusions: These projects were challenging for students as they had to show understanding of the aims and features of quantitative or qualitative replications. However, the scientific community benefits by having replications in diverse populations, and students trained in the importance of open science practices. Students have a pedagogically rich research experience with increased opportunity for dissemination and publication of results.
| Original language | English |
|---|---|
| Publication status | Published - 24 Jun 2021 |
| Event | British Psychological Society Division of Academics, Researchers and Teachers in Psychology Annual Conference: Sharing best practice; the future of psychology and evidence-based teaching - virtual, online Duration: 23 Jun 2021 → 24 Jun 2021 https://www.delegate-reg.co.uk/dartp2021/ |
Conference
| Conference | British Psychological Society Division of Academics, Researchers and Teachers in Psychology Annual Conference |
|---|---|
| Abbreviated title | DARTP 2021 |
| City | virtual, online |
| Period | 23/06/2021 → 24/06/2021 |
| Internet address |