ERIC Number: EJ1172854
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Reflections on Critical Thinking: Lessons from a Quasi-Experimental Study
Grussendorf, Jeannie; Rogol, Natalie C.
Journal of Political Science Education, v14 n2 p151-166 2018
In a pre/post quasi-experimental study assessing the impact of a specific curriculum on critical thinking, the authors employed a critical thinking curriculum in two sections of a U.S. foreign policy class. The authors found that the interactive and scaffolded critical thinking curriculum yielded statistically significant critical thinking increases for students scoring below average on the pretest. Within a discussion of the overall need for strengthening critical thinking in higher education, the authors demonstrate that the study's findings support the developmental process of acquiring critical thinking, and illustrate that early jumps in critical thinking can be achieved within one semester. Additionally, the results point to the need for more long-term approaches to assess larger increases for those scoring above average.
Descriptors: Critical Thinking, Quasiexperimental Design, Pretests Posttests, Foreign Policy, United States Government (Course), Scaffolding (Teaching Technique), Achievement Gains, Teaching Methods, Active Learning, Cooperative Learning, Undergraduate Students, Curriculum Implementation, Instructional Effectiveness, Least Squares Statistics, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A