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  • 1.
    Erikson, Martin G.
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Erlandson, Peter
    Göteborgs Universitet.
    Theories as maps: Teaching psychology beyond mind and behavior2015In: Scholarship of Teaching and Learning in Psychology, ISSN 2332-2101, no 1, p. 92-99Article in journal (Refereed)
    Abstract [en]

    It is a challenge for psychology education to teach students about the possibilities and limitations of psychological theories. In the present article, we attempt to meet this challenge by employing the metaphorical expression “theories-are-maps” as a didactic tool for exploring the dynamics between psychology as a scientific project and the nature of the phenomena observed. Using mental illness as an example, we use the map metaphor to discuss the various difficulties involved in teaching theories in psychology, in such terms as the risk of confusing maps and terrain. While using theories-are-maps as a tool does add complexity to psychology education, it also helps illustrate how the relationship between theory and the “reality” that theoretical devices are describing can be envisaged. We see this as a contribution to the discussion on critical thinking in psychology, particularly in the teaching of psychology. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

  • 2.
    Erikson, Martin G.
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Erlandson, Peter
    Göteborgs Universitet.
    Erikson, Malgorzata
    Göteborgs universitet.
    Academic misconduct in teaching portfolios2015In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 20, no 4, p. 345-354Article in journal (Refereed)
    Abstract [en]

    Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole

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