Developing Scientific Reasoning Skills in Beginning and Ending Students
The purpose of this chapter is to explore the role that departments and their faculty play in moving students from declaring psychology as a major to mastering the concepts, theories, and ways of thinking of psychologists at a baccalaureate level. We examine best practices that departments and faculty can adopt to facilitate optimal outcomes for both the students and the faculty who deliver the program. We begin before the story officially starts to unfold—with students who have little or no awareness of the whys and wherefores of psychology as a contemporary science.
Baker, S., McCarthy, M., Halonen, J., Dunn, D., & Hill, G. (2010). Developing scientific reasoning skills in beginning and ending students. In D. Dunn, B. Beins, M. McCarthy, & G. Hill (Eds.), Best practices for teaching beginnings and endings in the psychology major: Research, cases, and recommendations (349-363). New York: Oxford University Press.