Strategies for Teaching Critical Thinking about Replication Based on A Study of Introductory Psychology Textbooks

Abstract

Background: The replication crisis highlights the importance of teaching students scientific and critical thinking. Replication relevant content in the Introduction to Psychology textbook (IPT) can be a valuable resource to instructors interested in this skillset.

Objective: To suggest strategies instructors could use to teach scientific and critical thinking based on an examination of replication relevant content in IPTs.

Method: Researchers and raters analyzed the treatment of replication and the replication crisis in 12 popular IPTs. They also analyzed authors’ descriptions of 30 highly cited replicable studies.

Results: Results showed that 11 of the IPTs discussed replication, and half addressed the replication crisis. IPT authors rarely mentioned the replication status of studies they reviewed, but they often used language indicating greater confidence in the validity and reliability of the results, indiscriminate of that status.

Conclusion: The treatment of replication in IPTs provides a launching point from which to engage students in activities and tasks that can help them appreciate and think critically about this important pillar of science.

Teaching Implications: Scientific and critical thinking can be developed by instructors who use the IPT to educate students about replication, the replication crisis, and the replication status of studies.