NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1014256
Record Type: Journal
Publication Date: 2013-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0092-055X
Assessing Change in Student Critical Thinking for Introduction to Sociology Classes
Rickles, Michael L.; Schneider, Rachel Zimmer; Slusser, Suzanne R.; Williams, Dana M.; Zipp, John F.
Teaching Sociology, v41 n3 p271-281 Jul 2013
Although there is widespread agreement among academics that critical thinking is an important component to the college classroom, there is little empirical evidence to verify that it is being taught in courses. Using four sections of introductory sociology, we developed an experimental design using pretests and posttests to assess students' critical thinking skills. Controlling for grade point average, cumulative credit hours completed, gender, race/ethnicity, socioeconomic status, instructor, and initial levels of critical thinking, being in the experimental group had a statistically significant impact on critical thinking at the end of the semester. Thus, inclusion of writing assignments and classroom discussion designed to enhance creative thought processes for the experimental group helped students improve from one-dimensional thinking toward more multistructural analysis. (Contains 3 tables and 9 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A