Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Abstract

Fostering the development of students' critical thinking (CT) is regarded as an essential outcome of higher education. However, despite the large body of research on this topic, there has been little consensus on how educators best support the development of CT. In view of some of the controversies surrounding the teaching of CT skills in higher education, this study examined the effects of embedding CT instruction systematically in domain-specific courses (Immersion vs. Infusion) on the acquisition of domain-specific and domain-general CT skills and course achievement. First-year university students (N = 143) enrolled in an introductory physics course were assigned to one of three instructional conditions: Immersion, Infusion, and control. The Immersion and Infusion conditions followed lessons designed systematically based on the First Principles of Instruction model, whereas the control condition followed a regular instruction. Results showed that participants in the Immersion and Infusion conditions significantly outperformed those in the control condition on domain-specific CT proficiency and course achievement. However, neither the Immersion nor the Infusion condition was helpful in fostering the acquisition of domain-general CT skills. The findings generally demonstrated that embedding CT instruction systematically in domain-specific courses requires greater clarity about what set of CT skills could be targeted in domain-specific instruction, how specific subject-matter instruction could be designed considering CT as an integral part of domain-specific instruction, and how best CT outcomes be assessed. Some considerations for the design of CT-supportive learning environments are discussed.

Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education

“…It is important to note that the goal of our investigations is to address this process rather than to evaluate a particular teaching environment. In particular, we do not claim to illuminate the much-debated question of which type of instructional intervention would result in better general critical thinking skills [17,42,49].…”

“…In research literature on psychocognition, the question of the possible links between critical thinking and other elements of context is a long debated issue. As summed up by Tiruneh et al [42]: "Whether CT (Critical Thinking) skills are general, domain-transcending set of skills that can be productively applied in any domain, or are specific to a particular domain, has been highly contentious. On the one hand, some scholars [43][44][45] claim the existence of a set of CT skills that are general and applicable across a wide variety of domains such as science, history, literature, psychology, and everyday life, on the ground that CT tasks across domains share significant commonalities.…”

The Development of Creative Problem Solving Skills Assessment on Photoelectric Effect

“…The development of CPSPE test was conducted following a test instrument development procedure to measure the thinking and performance skills most of which had been done by researchers [6,7]. The CPSPE test was developed by adapting the general domain of CPS skills found in The Creative Education Foundation [4] into the indicator of CPS skills on photoelectric effect concept.…”

Misleading mathematical legitimacy and critical passivity: discussing the irreversible expansion of an ideal gas with beginning teachers

“…Several authors have conducted reviews of the (countless) studies published on this topic [19][20]. On this basis, it has been suggested that explicit initiation in the main principles of critical thinking should be combined with the development of critical analysis within a given field [21]. Here as in previous studies [1], a grounding position is the view expressed by Willingham [17]: 'Critical thinking is not a set of skills that can be deployed at any time, in any context' (p. 10).…”