Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers

Abstract

This study empirically examines the relationship between students’ critical-thinking skills and scientific reasoning as reflected in undergraduate thesis writing in biology. Writing offers a unique window into studying this relationship, and the findings raise potential implications for instruction.

Teaching during a pandemic: Using high‐impact writing assignments to balance rigor, engagement, flexibility, and workload

“…When done well, writing can promote conceptual learning, critical thinking, and communication skills (Dowd, Thompson, Schiff, & Reynolds, 2018; Reynolds, Thaiss, Katkin, & Thompson, 2012). Furthermore, writing assignments in science courses give students important opportunities to practice scientific reasoning and disciplinary ways of thinking (Dowd, Connolly, Thompson, & Reynolds, 2015; Dowd, Roy, Thompson, & Reynolds, 2015; Dowd, Thompson, & Reynolds, 2016; Reynolds & Thompson, 2011).…”

“…When done well, writing can promote conceptual learning, critical thinking, and communication skills (Dowd, Thompson, Schiff, & Reynolds, 2018;Reynolds, Thaiss, Katkin, & Thompson, 2012).…”

The Effect of Interactive Multimedia Base Problem Solving on Students’ Critical Thinking Skills in Equilibrium and Rotational Dynamics Concept

“…This is because interactive multimedia base problem solving that is being facilitated the box to draw the conclusion to solve the problem (checking step). Drawing conclusion based on problem solving enhances skill of inference [17] [18].…”

Challenging endocrinology students with a critical-thinking workbook

“…Students exhibit larger gains in critical-thinking skills when participating in biology courses that involve inquiry, writing, research, and analysis compared with students in traditional courses (32,33). Writing is particularly influential if it provides an opportunity to think through and formulate arguments (13), potentially because the act of writing forces students to restructure knowledge in their own words (23). Furthermore, by generating complete thoughts and supportive claims when asked to defend ideas through writing, students practice skills associated with more advanced critical thinking (28,31).…”

“…People often encounter claims that something is scientifically known. If they understand how science generates and assesses evidence bearing on these claims, they possess analytical methods and critical thinking skills that are relevant to a wide variety of facts and concepts and can be used in a wide variety of context" (27; see p. [7][8][9][10][11][12][13][14][15][16].…”