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ERIC Number: EJ883208
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0098-6283
Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology
Bensley, D. Alan; Crowe, Deborah S.; Bernhardt, Paul; Buckner, Camille; Allman, Amanda L.
Teaching of Psychology, v37 n2 p91-96 2010
Critical thinking is a valued educational outcome; however, little is known about whether psychology courses, especially ones such as research methods courses that might be expected to promote critical thinking skills, actually improve them. We compared the acquisition of critical thinking skills for analyzing psychological arguments in 3 groups of research methods students, 1 getting critical thinking skills infused directly into their course and 2 other groups getting no explicit critical thinking skills instruction. We found that the group receiving explicit critical thinking skills instruction showed significantly greater gains in their argument analysis skills than the groups receiving no explicit critical thinking instruction. These results support the effectiveness of explicitly teaching critical thinking skills infused directly into regular course instruction. (Contains 3 notes and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A