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dc.contributor.authorProvost, Stephen Campbellen_US
dc.contributor.authorMartin, Frances Heritageen_US
dc.contributor.authorPeacock, Amyen_US
dc.contributor.authorLipp, Ottmar Volkeren_US
dc.contributor.authorBath, Debraen_US
dc.contributor.authorHannan, Gregen_US
dc.date.accessioned2017-05-03T13:51:10Z
dc.date.available2017-05-03T13:51:10Z
dc.date.issued2011en_US
dc.date.modified2012-06-04T22:55:18Z
dc.identifier.issn14757257en_US
dc.identifier.doi10.2304/plat.2011.10.2.128en_US
dc.identifier.urihttp://hdl.handle.net/10072/45480
dc.description.abstractStudents' understanding of the nature of science (NOS), and the degree to which they perceive their discipline to be part of science, are critical to their academic development in psychology. In Study 1, 650 first-year psychology students from three universities in Australia completed the Psychology as a Science (PAS) questionnaire, an adjective checklist relating to science and psychology, and the Science Knowledge and Attitudes (SKA) scale. Results confirmed the limited value of the PAS to identify components of the NOS, but indicated that students view psychology to be a science within a few weeks of the commencement of their study at university. Three factors underlying the SKA scale were identified: naﶥ view of science (NVS), social and cultural perspective (SCP), and knowledge of refutability (KR). In Study 2, 622 students at the University of Tasmania completed the SKA and items relating to their beliefs about studying. Scores on the three factors were correlated with beliefs about studying, scores on KR increased with years of study, and scores on NVS decreased with years of study. These data suggest that our educational practices do in fact lead to appropriate changes in students' NOS understanding in a manner consistent with the learning outcomes underpinning psychology graduate attributes.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherSymposium Journalsen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom128en_US
dc.relation.ispartofpageto145en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalPsychology Learning & Teachingen_US
dc.relation.ispartofvolume10en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCognitive Science not elsewhere classifieden_US
dc.subject.fieldofresearchPsychology not elsewhere classifieden_US
dc.subject.fieldofresearchcode170299en_US
dc.subject.fieldofresearchcode170199en_US
dc.titleUniversity Students' Views on the Nature of Science and Psychologyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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