ERIC Number: EJ1145819
Record Type: Journal
Publication Date: 2017-Jul
Abstractor: As Provided
Reference Count: 29
Using Critical Thinking Drills to Teach and Assess Proficiency in Methodological and Statistical Thinking
Cascio, Ted V.
Teaching of Psychology, v44 n3 p250-254 Jul 2017
This study assesses the effectiveness of critical thinking drills (CTDs), a repetitious classroom activity designed to improve methodological and statistical thinking in relation to psychological claims embedded in popular press articles. In each of four separate CTDs, students critically analyzed a brief article reporting a recent psychological study by answering a set of 10 critical thinking questions in relation to it. Student responses were subsequently self-scored through an instructor-led discussion session. Results showed that the average CTD score increased linearly between the first and final assessment. These results suggest that critical thinking in relation to scientific claims found in secondary source material can be successfully taught and quantitatively assessed.
Descriptors: Critical Thinking, Drills (Practice), Instructional Effectiveness, Statistics, Critical Reading, Self Evaluation (Individuals), Scores, Active Learning, Undergraduate Students, Introductory Courses, Psychology, Data Analysis, Statistical Analysis
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A