Document Type

Contribution to Book

Source Publication

Psychological Myths, Mistruths and Misconceptions: Curriculum-Based Strategies for Knowledge Change

Publication Date

2021

Editor

Karla Lassonde, Melissa Birkett

Publisher

Society for the Teaching of Psychology

ISBN

9781941804667

First Page

71

Last Page

91

Publisher Statement

The individual essays and chapters contained within this collection are Copyright © 2021 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2021 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP. The editors would appreciate receiving a pro forma notice of any such library use. No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Description

This chapter describes the design, execution, and initial assessment of a series of assignments meant to build information literacy in students in an Introductory Psychology course. Students rated popular psychology claims as true or false. They then evaluated the science regarding“The Mozart Effect,” in a group-led discussion. They then chose a popular claim to study, found relevant sources, evaluated them, and wrote an evidence-based summary of whether to accept or reject the claim. Our assessment indicated that students improved their ability to 1) find relevant primary sources, 2) discern sources as evidence-based and credible, and 3) use evidence to construct a written argument. This multi-part assignment emphasized the process of research over the final product while improving scientific and information literacy.

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