Instructional effects on critical thinking: Performance on ill-defined issues

Angeli, Charoula; Valanides, Nicos

doi:10.1016/j.learninstruc.2008.06.010

Cited by 100 publications

(71 citation statements)

References 41 publications

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“…This finding is contrary to previous findings (e.g. Abrami et al, 2008;Angeli & Valanides, 2009;Bensley & Spero, 2014;Beyer, 2008) that showed explicit emphasis on CT skills within specific subject-matter instruction significantly fosters the development of domain-general CT skills compared to Bregular^instruction.…”

Section: Discussioncontrasting

confidence: 99%

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Tiruneh

Cock

Elen

2017

Int J of Sci and Math Educ

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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.

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Section: Discussioncontrasting

confidence: 99%

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Tiruneh

Cock

Elen

2017

Int J of Sci and Math Educ

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“…Critical thinking is a very important thing for everyone (Angeli and Valanides, 2009;As'ari, Mahmudi, and Nurlaelah, 2017;Bell and Loon, 2015;Biber, Tuna, and Incikabi, 2013;Bie, Wilhelm, and Meij, 2015;Chen, Tolmie, and Wang, 2017;Cheng, May, and Wan, 2017;Ku, Lee, and Ellis, 2017;Özkahraman, 2012;Udi and Cheng, 2015). Critical thinking is a type of thinking involved in solving problems, formulating conclusions, counting possibilities, and making decisions (Taube, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Critical thinking is a type of thinking involved in solving problems, formulating conclusions, counting possibilities, and making decisions (Taube, 1997). Angeli and Valanides (2009) stated that critical thinking is required by of every citizen of the democracy to deal with a large number of ill-defined information and problems filled with uncertainty. It was confirmed by As'ari that critical thinking can make better and more appropriate decisions in responding to information (As'ari et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Disposition: Students Skeptic in Dealing with Ill-Logical Mathematics Problem

Nugroho¹,

Nusantara²,

As’ari³

et al. 2018

INT J INSTRUCTION

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One characteristic of a person having a critical thinking disposition is engaging in the activity with reflective skepticism. Skeptical attitudes can encourage a person to reflect so as to produce a correct conclusion and make the right decision. This article aims to determine: (1) the cause of students skeptic in dealing with illlogical mathematics problem and (2) the phase involved in skeptic and decision making on ill-logical mathematics problem. This research is a qualitative research with explorative descriptive research type. The subject of this study consisted of two students who were skeptical of ill-logical mathematics problem. The data were collected through a test, direct observation, and interview. The results of data collection were analyzed through data reduction stage, data presentation and conclusion of findings. The results of this study indicate that: (1) there are two causes of skepticism: (a) the presence of cognitive conflict and (b) the presence of two conflicting outcomes; (2) the phases involved in skepticism and decision making on the Ill-logical Mathematics problem from stimulus, skeptic, reflective, and decision making.

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“…Alternatively, undergraduates were placed in dyads across four different conditions outlined in Table 2: general, infusion, immersion and control. 36 The outcome was a rubric developed by the instructor and research team. Compared to control, the general (.46), infusion (1.1) and immersion (.97) all showed positive and moderate to large effect sizes.…”

Section: A J P Ementioning

confidence: 99%

Developing Critical Thinking Skills in Pharmacy Students

Persky

Medina

Castleberry

2019

American Journal of Pharmaceutical Education

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Objective. To review the importance of and barriers to critical thinking (CT) along with providing evidence-based recommendations to encouraging development of these skills in pharmacy students. Findings.Critical thinking (CT) is one of the most desired skills of a pharmacy graduate but there are many challenges to students thinking critically including their own perceptions, poor metacognitive skills, a fixed mindset, a non-automated skill set, heuristics, biases and the fact that thinking is effortful. Though difficult, developing CT skills is not impossible. Research and practice suggest several factors that improve thinking: a thoughtful learning environment; seeing or hearing what is done to executive cognitive operations that students are trying to improve; and guidance and support of their efforts until they can carry them out on their own.Summary. Teaching CT requires coordination at the curricular level and further to the more discrete level of a lesson and a course. Instructor training is imperative to this process since this intervention has been found to be the most impactful in developing CT skills.

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Instructional effects on critical thinking: Performance on ill-defined issues

Cited by 100 publications

References 41 publications

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Critical Thinking Disposition: Students Skeptic in Dealing with Ill-Logical Mathematics Problem

Developing Critical Thinking Skills in Pharmacy Students

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