Improving the science education of psychology students: Better teaching ofmethodology

Our examination of a number of widely used methodology texts in psychology revealed that they present a narrow conception of science that fails to rec ognize major changes in the understanding of science that have occurred sin ce 1960. Such changes include an emphasis on explanation, theoretical promi se and scientific importance, and the difficulties associated with hypothes is testing. Because these texts provide the primary source of science educa tion for psychology students, they poorly prepare students for dealing with contemporary science. In this article, we detail the inadequacies of curre nt methodological texts with respect to their treatment of science and desc ribe a more currently acceptable conception of science. We provide instruct ors with recommendations for improving the science education of psychology students.