ERIC Number: EJ1215752
Record Type: Journal
Publication Date: 2019-May
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Impact of Peer-Led Team Learning and the Science Writing and Workshop Template on the Critical Thinking Skills of First-Year Chemistry Students
Stephenson, Norda S.; Miller, Imron R.; Sadler-McKnight, Novelette P.
Journal of Chemical Education, v96 n5 p841-849 May 2019
The Peer-Led Team Learning (PLTL) and the Science Writing and Workshop Template (SWWT) are two active learning instructional approaches which combine writing, inquiry, collaboration, and reflection, elements which have been associated with critical thinking development. In this study, we used a quasi-experimental pretest-post-test design to investigate the impact of the implementation of these two approaches on the critical thinking skills of first-year chemistry students, measured using the California Critical Thinking Skills Test (CCTST). The results indicate that implementation of the PLTL and the SWWT instructional strategies led to significantly higher gains in critical thinking.
Descriptors: Peer Teaching, Science Instruction, Technical Writing, Workshops, Critical Thinking, Thinking Skills, College Freshmen, College Science, Chemistry, Teamwork, Active Learning, Undergraduate Students, Instructional Effectiveness
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A