Presentation Schedule
Teaching Students How to Replace Falsehoods in Organizational Settings with Cutting-edge Science (108919)
Monday, 15 June 2026 16:30
Session: Poster Session
Room: Auditorium Foyer (B1F)
Presentation Type:Poster Presentation
This presentation outlines a structured teaching method designed to strengthen master’s-level psychology students’ ability to apply contemporary psychological science in real organizational contexts. Although students are trained in scientific evidence, during internships, they often encounter widely accepted yet inaccurate beliefs. They may therefore default to common organizational assumptions—such as the belief that higher salary is the primary motivator—rather than critically evaluating them. To address this gap, a structured instructional approach was implemented during the 2024–2025 academic years in a pilot class of forty students to enhance their ability to identify and challenge misinformation in practice.
The method consists of four stages. First, prior to their internships, students are introduced to theoretical frameworks on misinformation, including mechanisms of encoding, fluency, and familiarity (e.g., Gawronski et al., 2025) that increase the persistence of inaccurate knowledge when not critically evaluated. Second, during their internships, students collect at least ten statements reflecting common organizational assumptions, quickly discovering their prevalence while strengthening observational skills. Third, students categorize these statements using explicit criteria (e.g., domain, evidentiary basis, and implicit assumptions) into thematic areas such as motivation, performance, and leadership, and evaluate them against psychological research. Fourth, students conduct a structured gap analysis, identifying discrepancies between assumptions and evidence. For example, students contrast the “salary-as-primary-motivator” belief with research on intrinsic motivation or examine unsupported hiring heuristics versus evidence-based selection methods, highlighting potential organizational costs. Overall, the findings stress this method promotes active learning, strengthens methodological rigor, and increases students’ confidence in applying evidence-based reasoning in organizations.
Authors:
Shani Kuna, Sapir College, Israel
About the Presenter(s)
Dr. Shani Kuna is a senior lecturer at Sapir College, Israel.
See this presentation on the full schedule – Monday Schedule
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