Kagee, Ashraf., Saalih Allie, and Anthea Lesch.  2010. Effect of a Course in Research Methods on Scientific Thinking among Psychology Students. South African Journal of Psychology 40 (3): 272-281.

Abstract: This study followed a quasi-experimental design to determine the effect of a course in research methods on undergraduate students’ ability to reason scientifically. Two classes of students in their first and second year of study were asked to participate in the study. The second year class (n = 171) was taught a course in research methods, while the first year class (n = 201) was taught a course in research methods. An instrument consisting of a series of vignettes was administered to all students at the beginning and at the end of the quarter in which these courses were taught. Total scores on the instrument were used to determine the extent of scientific thinking. Analysis of variance showed a non-significant difference between the groups at pretest and a significant difference (p < 0.05) at post test. These results were interpreted to mean that the research methods course was responsible for increasing students’ level of scientific thinking.

Discussion Questions:

1. How does teaching students the scientific method help promote the legitimization of knowledge within a discipline?
2. How is knowledge produced through lower and higher order thinking?
3. Discuss how the study used the scientific method to study learning.  What were the strengths and weaknesses of the article?

Bell, Bethany A., Christine DiStefano, and Grant B. Morgan. 2010. A Primer on Disseminating Applied Quantitative Research. Journal of Early Intervention. 32 (5): 370-383.

Abstract: Transparency and replication are essential features of scientific inquiry, yet scientific communications of applied quantitative research are often lacking in much-needed procedural information. In an effort to promote researchers dissemination of their quantitative studies in a cohesive, detailed, and informative manner, the authors delineate information concerning writing for publication in applied research journals. Specifically, they present 10 basic recommendations, ranging from how to construct well-written abstracts through outlining what to include in discussions. They emphasize information needed for the Method and Results sections, given that those two sections are where transparency and procedural and analytic details—considered necessary to replicate studies—are traditionally provided.

Discussion Questions:

1. How does following the scientific method allow researchers to then present their findings to the public?
2. Discuss how the authors’ ten recommendations allow researchers to effectively convey their research to other audiences.