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ERIC Number: EJ915708
Record Type: Journal
Publication Date: 2011-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1871-1871
Pedagogy for Developing Critical Thinking in Adolescents: Explicit Instruction Produces Greatest Gains
Marin, Lisa M.; Halpern, Diane F.
Thinking Skills and Creativity, v6 n1 p1-13 Apr 2011
Although the development and transfer of critical thinking skills are recognized as primary goals for education, there is little empirical evidence to help educators decide how to teach in ways that enhance critical thinking. In two studies, we compared explicit and imbedded instructional modes and assessed critical thinking with the Halpern Critical Thinking Assessment, which uses both constructed response and multiple-choice response formats with everyday situations. Participants were high school students in the United States attending low-performing high schools with large minority enrollment. In both studies, the students receiving explicit instruction showed much larger gains than those in the imbedded instruction group. Grade point average was significantly related to critical thinking scores, but as expected its relationship with critical thinking was much weaker than standardized test scores. These results provide robust evidence that explicit instruction is an effective method for teaching critical thinking skills to high school students. (Contains 4 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A