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ERIC Number: ED378623
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Critical Thinking in Speech Communication: Survey of Speech Communication Educators.
Ruminski, Henry; And Others
The interests of all communication educators would best be served if those educators could agree on a single broad definition of critical thinking that incorporates a variety of perspectives. Toward this end, questionnaires were sent to a ramdom sampling of 300 members of the Speech Communication Association; 88 were returned. The questionnaire asked for responses in four areas: (1) demographics, teaching experience and academic rank; (2) open-ended questions about critical thinking and the integration of critical thinking in teaching; (3) Likert Scale questions about critical thinking; (4) questions about how to evaluate critical thinking. Of the respondents, 90% said they offered instruction in critical thinking; 80% said they integrated it into the subject matter of communication courses. Respondents who teach critical thinking mentioned many things they do when they teach it, ranging from teaching general "analysis" and "evaluation" to instruction in reasoning and instruction on five specific thinking skills (inductive inference, deductive logic, assumption identification, interpretation of evidence, and judgment of strength of argument). The majority of respondents either strongly agreed (17%) or agreed (53%) with the statement that a college education improves critical thinking skills. Most respondents cited more than one method of evaluation, essays being the most common (75%). In general, the results show a lack of consensus as to whether communication educators understand what critical thinking is. (Contains 43 references.) (TB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A