Educational Practice for Interpretation of Experimental Data Based on a Theory

Abstract

Interpreting experimental data based on a psychological theory requires understanding the mechanisms or factors underlying cognitive processes and acquiring an attitude for interpreting evidence from a theoretical perspective. In this study, we designed and practiced teaching and learning activities using cognitive models to foster both requirements in an introductory course of cognitive science. Fifty-three undergraduate students attended the course. During practice, students constructed a computational model on the process of semantic memory and conducted simulations using their model. We evaluated changes in learner interpretation of experimental data from pretest to posttest. The results of the practice showed that students’ interpretations of experimental results for semantic memory changed from pretest to posttest. However, their interpretations of the results of other experiments did not show much difference between pretest and posttest.