Effects of Accuracy and Plausibility in Predicting Results of Research Findings on Teaching  

Oleh:

Townsend, Michael A. R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 65 (Sep. 1995), page 359-365.
Topik: EDUCATION; physical sciences; teaching; education; social science

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The status of research in education and in the social sciences generally suffers in comparison with the natural or physical sciences. One reason for this is that social science research findings are often regarded as obvious, and hence trivial. In this study, 220 students of educational psychology, including a sample of student-teachers and experienced teachers, judged the predictability of 16 research findings concerning teaching in classrooms. Half of the research findings were based on actual findings in the research literature and half of the findings were false. Each finding was presented alone or was accompanied by a plausible statement of support. Participants were as likely to predict false findings as to predict actual findings. The addition of a supporting explanation tended to increase the likelihood of agreement with the research finding. The responses of teachers were not markedly different from those of non-teachers. These results indicate that the feeling of obviousness is untrustworthy, and is thus not a legitimate basis for judging the merits of research in education.

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