Conceptual change. Conceptual reorganization in psychology students beliefs’ about the discipline. Eric Amsel & Adam Johnston Weber State University 10 April 2008 Paper presented at the Annual Meeting of the Rocky Mountain Psychology Association

Traditionally, we think of “giving a professor what s/he wants” is an ineffective mode of learning. A student who identified a professor’s conceptual views of a discipline but distinguishes it from their own views would not be seen as reflecting on and revising their beliefs, central to the process of conceptual change (Posner et al., 1982). Considering multiple perspectives could play a substantial role in reorganizing one’s belief systems in light of others’ (DiSessa, 1992). Introduction

Methods: Psych 227 Introductory Psychology Students from 6 (3 male and 3 female) classes Students completed Psychology as Science (PAS) questionnaire (Friedrich, 1996). 15 statements scored on a 7-point Likert scale. Higher score represents strong belief in psychology as a science. Students randomly assigned self or professor condition Self: Evaluate each statement from your own personal perspective. Psychology Professor: Evaluate each statement from your psychology professor’s perspective.

PAS Statements It’s just as important for psychology students to do experiments as it is for students in chemistry and zoology. Research conducted in controlled laboratory settings is essential for understanding everyday behavior. Even though each person is unique, it is possible for science to find general laws explaining human behavior. Carefully controlled research is not likely to be useful in solving psychological problems.” (reversed scored) Our ability as humans to behave in any way we choose makes our attempts to predict behavior ineffective. (reversed scored)

Findings: Psych Introductory Psych students adopted a more scientific view of psychology when imagining their professors’ responses than giving their own. Students’ imaginings of their professors’ responses were more strongly correlated with their anticipated final grade (r=.22, p<.05) than were their own responses (r=.18, ns).

Methods: Physics 42 intro students; online vs. on-campus 5 item questionnaire on mechanics, relativity, and light. Professor and self conditions for each participant

Physics instrument example

Findings: Physics Students’ were better able to imagine their professors’ ideas when they have a “real” professor to think like compared to a virtual one.

Implications Learners’ imaginations play an important (and surprising) part in how they think about a discipline and the concepts within. Learners’ intuitive-based misconceptions are not constraints on learning as suggested by Conceptual Change theory. Students can learn about the discipline despite having misconceptions. Students appear to be able to hold multiple conflicted beliefs systems and it seem to be important for academic achievement.

Ongoing questions How explicit are students in thinking about the contrasting understandings of themselves and their professors? Does the discrepancy promote conceptual change (e.g., evolution, where students understand the theory but do not accept it)? When a student cannot “see” his professor, how does this change the ability to model this kind of thinking? Does the poor online performance of index limits of the online classrooms?