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Threshold Concepts in Developmental Psychology: Phase Two
Each discipline has its own threshold concepts, disciplinary ideas that once learned,
organize previously disparate collections of facts and illuminate previously
counterintuitive concepts, greatly facilitating future learning. The notion of threshold
concepts has generated research on the teaching and learning in a number of
disciplines, including nursing, biology, engineering, and business (see Meyer &
Land, 2010). This study is an investigation of the way students in a 200 level lifespan
developmental psychology course understand 4 important concepts:
1. The integrated nature of physical, cognitive & psychosocial development
2. The interaction of genetics and experience in development – this includes
the idea that while much of development is shaped by contextual factors
(e.g., culture, gender, ethnicity, socioeconomic status) other aspects of
development are universal
3. The continuity and discontinuity of development
4. The life-long nature of development
Psychology 240 is a sophomore level class required of all majors. Many students
tend to assume that psychology is “just common sense” and do not put forth the
cognitive effort necessary to understand the complex and abstract concepts that are
the building blocks of the discipline. It is crucial that instructors are aware of the prior
knowledge students bring with them and develop pedagogical strategies for helping
students develop basic concepts that can be organized into more powerful
disciplinary concepts (Davies & Mangan, 2010). For example, faculty often assume
students know what we mean by the basic concept of environment, however the
following excerpt from an interview conducted with a student taking an introductory
psychology reveals the danger of this assumption:
Student: Maybe I’m just like, not like understanding your environment thing.
Interviewer (also a student): The environment that a person is in. Like how they grow up.
Student: Oh I thought like environment is like, outside.
In this study I propose to examine students’ entering concepts of developmental
psychology and the ways in which they change over time in the course.
Method
Participants
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The participants are 33 students taking Psychology 240 section A in the fall semester,
2011, at Elon University. They are predominantly sophomores and juniors, plus a few
seniors; predominantly psychology majors with some Exercise Sport Science , biology,
chemistry, and elementary education majors; 28 are female and 5 are male.
Data Collection
Two categories of student work will be treated as data (see appendices for examples):
1) Responses to pre-class just -in-time-teaching exercises (JiTT responses)
2) Responses to selected essay questions from exams given over the course of
the semester
Analysis (not needed for IRB)
The data will be analyzed qualitatively based on the level of complexity, integration, and
explanatory power.
Essay responses will be analyzed using a coding scheme derived from the SOLO
taxonomy developed by Biggs and Collins (1982).
Concept maps will be analyzed using a coding scheme developed by Hay (2007), which
compares concept maps created by the same learner over time.
Evidence of deep learning comparing later map(s) to earlier map(s)
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new concepts are linked to original (prior) conceptions in meaningful ways
overall knowledge structure shows better organization
more linkages are made among concepts
richer exposition of meaning
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Evidence of surface learning only comparing later map(s) to earlier map(s)
 new concepts are added but not integrated with prior knowledge
 overall conceptual linkage of the map is not be increased
 explanatory power (meaning) is not increased
No evidence of learning comparing later map(s) to earlier map(s:
 no new concepts (or only non meaningful concepts) added
 no new links (or only links with out lables)
 no significant reorganization of conceptual structure
Risks and benefits of participation in the study
I anticipate that the focus on conceptual issues in developmental psychology will lead to
deeper learning on the part of the students. It might enhance their ability to think about
complex and abstract concepts in other settings as well.
There is always the risk that at student might be embarrassed to have his or her
understanding of course material made public. This risk will be mitigated through the
confidentiality strategies described below.
Permission
I will ask a colleague to come to my class when I am not there to describe the purpose
of the study and to distribute the consent forms. He or she will collect the consent forms
and hold them until after the course is finished and the grades have been submitted. He
or she will then give me a list of the students who have given permission for me to use
their work as data for this study.
Confidentiality
All work will be de-identified: names and any other identifying information will be
removed and replaced with a code. At no time will work associated with an specific
student be shared publically. All data will be stored in a password-protected computer
that only I have access to or in a locked file cabinet in my office in AVTL 103.
There are two additional sections of Psychology 240 being taught this fall. However, I
intend to structure my teaching around the core concepts of developmental psychology
so that the students’ work, whether used as data or not, will reveal to me, the instructor,
the depth of their understanding. This would not be possible in a colleague’s class,
which would not have the same conceptual focus.
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Appendix I: just-in-time-teaching (JiTT) exercise (Anticipation Guide)
After reading the assignment for class today, indicate below the extent to which you:
A=Agree Strongly AS= Agree Somewhat DS=Disagree Somewhat D=Disagree Strongly
1. Children raised by authoritarian parents will generally
have better developmental outcomes than children raised
by authoritative or permissive parents
Why or Why Not?
2. The gender segregated nature of child care influences
the rigidity of young children’s gender role stereotypes
Why or Why Not?
3. Infants are naturally aggressive, so it is very important to
teach them self-control
Why or Why Not?
4. Young children say more than they understand. Rather
than “not listening” they may in fact be listening, but not
understanding.
Why or Why Not?
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Appendix 2: just-in-time-teaching (JiTT) exercise (Concept Map)
Using VUE or some other mapping software, create a diagram of the way genetics
and experience might be interacting to produce the following findings:
Recent studies have shown brain differences between professional musicians and nonmusicians with respect to size, asymmetry, or gray matter density of specific cerebral
regions. One marked difference is in the Omega Sign (OS), an anatomical landmark of
the pre-central gyrus associated with hand movement. Bangert & Schlaug (2006) used
MRI scans to study the brains of 64 adults (16 expert string-players, 16 expert pianists
and 32 non-musicians - all right handed). The musicians had a more pronounced OS
expression than non-musicians, with keyboard-players showing a left hemisphere
advantage and string-players a right hemisphere advantage (see figure below).
Fig. 1. 3D-surface renderings of the peri-rolandic region in a string-player (top) and a
keyboard-player (bottom). A white line marked the location of the central sulcus, which
was meant to serve as an orientation help for the blinded raters. While the string-player
displays a prominent OS on the right hemisphere only, the keyboard-player shows a left
more than right prominence of the OS.
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Consent form
Threshold concepts in developmental psychology: phase two- Elon University
Consent to Participate in a Research Study
IRB Study #
Consent Form Version Date: 09/06/2011
Title of Study: Threshold concepts in developmental psychology: phase two
Principal Investigator: Catherine King
Phone number: 278-6449
Email Address: [email protected]
Study Contact telephone number: 278-6449
Study Contact email: [email protected]
_________________________________________________________________
What are some general things you should know about research studies? You are being asked to take part in a
research study. To join the study is voluntary. You may refuse to join, or you may withdraw your consent to be in
the study, for any reason, without penalty. Research studies are designed to obtain new knowledge. This new
information may help people in the future. You may not receive any direct benefit from being in the research
study. There also may be risks to being in research studies. Details about this study are discussed below. It is
important that you understand this information so that you can make an informed choice about being in this
research study. You will be given a copy of this consent form. You should ask the researcher named above any
questions you have about this study at any time.
What is the purpose of this study? The purpose of the study is to investigate the way students’ understanding of
central concepts of developmental psychology change while taking the Lifespan Development course.
How many people will take part in this study? If you decide to be in this study, you will be one of approximately 33
people in this research study.
How long will your part in this study last? Your participation in this study will last throughout the entire fall
semester.
What will happen if you take part in the study? You will continue as a student in Psychology 240. Your Just-intime-teaching exercise responses and selected essay responses on exams will be archived. After the semester is over
and grades have been turned in, Dr. King will remove your name from your work, substituting a code, so that your
work will no longer be identified as yours. No additional work will be assigned beyond that normally assigned in the
class.
What are the possible benefits from being in this study? Research is designed to benefit society by gaining new
knowledge. Because the course will be taught from a conceptual perspective it is possible that you will gain a greater
understanding of developmental psychology as a result.
What are the possible risks or discomforts involved from being in this study? There are no possible risks or
discomforts involved in being in this study.
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How will your privacy be protected? Each participant in the study will be assigned a code and all identifying
characteristics removed. All data, as well as this consent form, will be maintained in a locked filing cabinet in Belk
Pavilion room 103. Only the primary investigator will have access to this information.
Participants will not be identified in any report or publication about this study. Although every effort will be made to
keep research records private, there may be times when federal or state law requires the disclosure of such records,
including personal information. This is very unlikely, but if disclosure is ever required, Elon University will take steps
allowable by law to protect the privacy of personal information. In some cases, your information in this research
study could be reviewed by representatives of the University, research sponsors, or government agencies for
purposes such as quality control or safety.
Will you receive anything for being in this study? You will not receive anything for taking part in this study.
Will it cost you anything to be in this study? There will be no costs for being in the study
What if you are an Elon student? You may choose not to be in the study or to stop being in the study before it is
over at any time. This will not affect your class standing or grades at Elon. You will not be offered or receive any
special consideration if you take part in this research.
What if you have questions about this study? You have the right to ask, and have answered, any questions you may
have about this research. If you have questions, or concerns, you should contact the researchers listed on the first
page of this form.
What if you have questions about your rights as a research participant? All research on human volunteers is
reviewed by a committee that works to protect your rights and welfare. If you have any questions or concerns
regarding your rights as a research subject, you may contact the Chairman of the IRB (Dr. Stephen Bailey) at 336278-6346 or [email protected].
Participant’s Agreement:
I have read the information provided above. I have asked all the questions I have at this time. I voluntarily agree to
participate in this research study.
_________________________________________ _________________
Signature of Research Participant
_________________________________________
Printed Name of Research Participant
Date