Using 'repliCATS in the Classroom' to foster students' critical thinking
We describe how we use "repliCATS in the Classroom" as a tool for introducing first-year undergraduate students to the credibility crisis in Psychology and building their critical thinking skills. We present data from two iterations of this exercise, involving around 3,800 students at the University of Melbourne, demonstrating how structured deliberation process scaffolds—such as nudges to mitigate individual and social biases, along with methods for aggregating perspectives based on the "wisdom of crowds"—shape students' understanding of replicability and its significance within the scientific process. We also compare their evaluative judgments with those of field experts and actual replication outcomes for the studies they assessed. Overall, we argue that repliCATS in the Classroom offers an authentic and engaging opportunity for students to evaluate psychological research critically and subsequently responds to calls to foster critical thinking and organised scepticism within Psychology.