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ERIC Number: ED255371
Record Type: RIE
Publication Date: 1985
Pages: 30
Abstractor: N/A
Reference Count: 0
The Effects of Teaching Logical Reasoning Upon Students' Critical Thinking and Science Achievement.
Crow, Linda W.; Haws, Sue G.
This study assessed the effectiveness of integrating logical thinking skills into a geology course designed for nonscience majors. Goals of the study were to: (1) design a unique set of materials that integrated logical skills and geological time and sequence; (2) implement these materials into the classroom instruction; and (3) test the effects on both geological achievement and critical thinking. Results show that a treatment group experienced significantly greater change than a control group in both critical thinking and geological achievement, demonstrating that college students can learn the complex rules of logical reasoning if those rules are presented in a manner understandable to them. In addition, the study demonstrates that college students are capable of applying these rules successfully in a setting such as geology. Although the full long-range impact of teaching logic as a reasoning tool has not yet been determined, the powerful implications such a tool has in increasing an individual's ability to think more critically and rationally are only beginning to manifest themselves in a wide range of possibilities. Future efforts need to focus on determining if this method can be successfully used in other sciences or with younger students. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (58th, French Lick Springs, IN, April 15-18, 1985).