1. Developing Scientific Literacy in Introductory Psychology The Journal Project Mary Worden-McGuinness, PsyD Ivy Tech Northwest De La Garza Campus (East Chicago)

2. Overview What is scientific literacy? What is scientific literacy? How does it relate to General Education? How does it relate to General Education? How does this project work? How does this project work? How does it apply to my discipline? How does it apply to my discipline? Q & A Q & A

3. What is Scientific Literacy? NSES definition NSES definition "the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity" (National Science Education Standards, National Academy of Sciences). "the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity" (National Science Education Standards, National Academy of Sciences).National Science Education Standards, National Academy of SciencesNational Science Education Standards, National Academy of Sciences

4. Why is Scientific Literacy Important? Workers need it Workers need it Employers want it Employers want it Higher levels of study require it Higher levels of study require it Being an informed citizen depends on it Being an informed citizen depends on it It’s part of General Education core It’s part of General Education core It will be assessed later It will be assessed later

5. From Strategic Plan 2010

7. Integrative/Applied Skills (Workplace Competencies) Application of technology to tasks Application of technology to tasks Critical thinking Critical thinking Customer contact skills Customer contact skills Information use skills Information use skills Presentation skills Presentation skills Problem recognition–definition–solution formulation Problem recognition–definition–solution formulation Reasoning(Paulson, 2001) Reasoning(Paulson, 2001)

8. Relevant General Education Outcomes 1. Demonstrate critical and creative thinking 1. Demonstrate critical and creative thinking 4. Apply basic scientific concepts in a variety of settings 4. Apply basic scientific concepts in a variety of settings 5. Communicate effectively (written, oral, symbolic forms) 5. Communicate effectively (written, oral, symbolic forms) 6. Exhibit quantitative literacy 6. Exhibit quantitative literacy 7. Apply Ethical reasoning 7. Apply Ethical reasoning 8. Demonstrate the acquisition and use of information 8. Demonstrate the acquisition and use of information

10. Introducing ideas First Day: Profile sheet—What is one question you have about psychology? First Day: Profile sheet—What is one question you have about psychology? First chapter homework—What is one topic you would like to study? What method would you use? First chapter homework—What is one topic you would like to study? What method would you use? First chapter—scientific method First chapter—scientific method Early: show journals; visit virtual library Early: show journals; visit virtual library First exam: design a study (essay) First exam: design a study (essay)

11. My Core Scientific Concepts Scientific method Scientific method Skepticism Skepticism Evidence-based Evidence-based Correlation ≠ Causation Correlation ≠ Causation Types of research (case study, correlation, experiment) Types of research (case study, correlation, experiment) Goals: Description, Explanation, Prediction, Control Goals: Description, Explanation, Prediction, Control

12. Scientific Method ? Hypothesis Method Results Conclusion

13. The Journal Project Find a peer-reviewed research article Find a peer-reviewed research article Summarize it Summarize it Present findings and propose new area of research Present findings and propose new area of research Use technology to help accomplish the task Use technology to help accomplish the task

14. Samples

15. Searching Academic Databases: Ivy Tech’s Virtual Library link to database search link to database search

17. Scientific Method ? Hypothesis Method Results Conclusion

18. Quality of Required ElementsScorePossibleble Introduction 2.5 Hypothesis/Lit Review 5 Methods 5 Results 5 Discussion 5 New Study 5 Conclusion 2.5 Flow, organization 5 Grammar, spelling, citation 5

19. Subject: RE:Method paper I gave to my group. Reply Modify Remove Author: W MW M Creation date: Wednesday, October 24, 2007 9:54:47 AM EDT Date last modified: Wednesday, October 24, 2007 9:54:47 AM EDT Total views: 4 Your views: 3 Previous PostPrevious Post | Next PostNext Post --Show Parent Post-- --Hide Parent Post-- Hey, Ladies I just wanted to let you's know that I wasn't finished with my paper; but I just wanted to write down some of the basic methods that I found in our article. By next class I will have more detailed information and use more research terminology. See you's next class. I did the same thing you did. I wanted to make sure I was on the right path. I am responsible for the conclusion. I know that I didnot use enough medical terminogly but I asked R to let me know if she needed more info from me. Subject: RE:Method paper I gave to my group. Reply Modify Remove Blackboard Discussion Posting— minimum of 3 (15 points)

21. File Exchange - Group Y (5 pts) 2nd part 2nd part Posted by: C P Posted on: Feb 23, 2009 2nd part 1st part of Paper 1st part of Paper Posted by: W R Posted on: Feb 11, 2009 1st part of Paper Posted by: W R Posted on: Feb 11, 2009 1st part of Paper Group Article Group Article Posted by: W R Posted on: Feb 09, 2009 Group Article

22. Group Presentation (15 points) Each group provides a 10-15 minute ppt presentation on their new study

24. Criteria1. AG 2. DL 3. NG 4. PS A. Make commitment to do tasks B. Do fair share of work C. Produce acceptable- quality work D. Actively participate in team Peer Evaluation (10 points)

25. Reflection Paper (15 points) Reflection Paper (15 points) Write an essay reflecting on the process Write an essay reflecting on the process Experience of working on a team, using technology, searching academic databases, designing a study, etc—pluses and minuses Experience of working on a team, using technology, searching academic databases, designing a study, etc—pluses and minuses You will not be penalized for negative comments; be honest, but support your ideas. You will not be penalized for negative comments; be honest, but support your ideas.

26. Outcomes Improved information literacy-use of academic search vs. Google Improved information literacy-use of academic search vs. Google Improved scientific literacy: understanding of professional research including scientific method, peer review, familiarity with data Improved scientific literacy: understanding of professional research including scientific method, peer review, familiarity with data Improved ability to synthesize information Improved ability to synthesize information Technology familiarity: Blackboard, Word and PowerPoint Technology familiarity: Blackboard, Word and PowerPoint Openness to future research projects (may help in further study) Openness to future research projects (may help in further study)

27. GENED Assessment: CAAP Scientific reasoning Scientific reasoning Data representations (e.g., graphs/charts) Data representations (e.g., graphs/charts) Research summary (experimental design and interpretation of results) Research summary (experimental design and interpretation of results) Comparing conflicting viewpoints or hypotheses Comparing conflicting viewpoints or hypotheses Understanding, Analyzing, Generalizing Understanding, Analyzing, Generalizing

28. Applicability Across Disciplines Business Business Engineering Engineering Accounting Accounting Geography Geography Health Careers Health Careers

30. Sources Karen Paulson, K. (2001) Using Competencies to Connect the Workplace and Postsecondary Education. New Directions for Institutional Research, 110, Summer 2001. Ivy Tech Community College General Education Goals, 2007 Ivy Tech Community College Strategic Plan 2010 National Science Education Standards, 1996 ACT: Collegiate Assessment of Academic Proficiency (CAAP)