Abstract
Causality is a critical but often underlooked part of research methodology instruction in the undergraduate classroom. Careful, intentionally designed instruction on causality is essential for methodology students, but often instructors do not intentionally focus on how best to do this nor is there any science of teaching and learning research to support how best to do this. Good practices around teaching causality for undergraduate students includes a focus on developing scientific reasoning skills and providing concrete and practical examples to aid in student understanding.
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