Analyzing collegiate critical thinking course effectiveness: Evidence from a quasi-experimental study in China
Analyzing collegiate critical thinking course effectiveness: Evidence from a quasi-experimental study in China
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分析大学批判性思维课程的有效性：来自中国准实验研究的证据
DOI：
10.1016/j.tsc.2022.101105
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发表时间：
2022-07
期刊：
影响因子：
--
通讯作者：
Xinrui Xu
中科院分区：
文献类型：
--
作者：
Qinggen Zhang;Huanli Tang;Xinrui Xu
·解释性混合方法设计。·两门批判性思维课程的有效性的准实验方法：一门独立的，一门嵌入的。·创建了批判性思维技能的客观测试工具，并在文化敏感性的研究背景下进行了验证。·在解决问题中应用批判性思维技能的机会影响课程效果。·参加批判性思维课程可以提高学生对批判性思维技能的认识，并激发他们刻意练习的动力。大学批判性思维技能通过独立课程或嵌入式模块教授，但教学方法的有效性有待进一步研究。本研究采用前测和后测的准实验设计，对我国两所大学的独立批判性思维模块和嵌入性批判性思维模块的有效性进行了研究。内嵌式批判性思维模块对大学生批判性思维技能的发展有显著的正向影响，而独立批判性思维课程对大学生批判性思维技能的发展没有显著影响。本研究采用定性的方法，从课程后勤、课程特点、教学方法等方面对为什么独立批判性思维课程效果不佳进行了批判性思考，为今后批判性思维课程的研究和教学实践提供指导。
• Explanatory mixed-method design. • Quasi-experimental approach for two critical thinking courses' effectiveness: one independent, one embedded. • The objective test tool for critical thinking skills was created and validated in the study context for cultural sensitivity. • Opportunities to apply critical thinking skills in problem-solving influence course effectiveness. • Taking a critical thinking course increases the students' awareness of critical thinking skills and motivation to practice deliberately. Collegiate critical thinking skills are taught via independent courses or embedded modules, but effectiveness of instruction methods needs further study. Our study adopted a pre- and post-test quasi-experimental design with intervention and control groups to explore effectiveness of independent and embedded critical thinking modules at two Chinese universities. Embedded critical thinking modules had a significant, positive effect on development of collegiate critical thinking skills, but the independent critical thinking course did not have a statistically significant effect. This study incorporated a qualitative component to provide critical reflection on why independent critical thinking courses may be less effective, including aspects of course logistics, characteristics, and teaching methods, to provide guidance for future research and practical considerations for teaching critical thinking courses.
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影响因子：
10.3
作者：
E. Janssen;T. Mainhard;Renate S. M. Buisman;P. Verkoeijen;A. Heijltjes;Lara M. van Peppen;T. Gog
通讯作者：
E. Janssen;T. Mainhard;Renate S. M. Buisman;P. Verkoeijen;A. Heijltjes;Lara M. van Peppen;T. Gog
DOI：
--
发表时间：
1991
期刊：
--
影响因子：
--
作者：
Arthur L. Costa
通讯作者：
Arthur L. Costa
影响因子：
0.9
作者：
Sara Djamàa
通讯作者：
Sara Djamàa
影响因子：
3.7
作者：
Cargas, Sarita;Williams, Sheri;Rosenberg, Martina
通讯作者：
Rosenberg, Martina
DOI：
10.3102/0091732x16665332
发表时间：
2016-01-01
期刊：
REVIEW OF RESEARCH IN EDUCATION, VOL 40: EDUCATION RESEARCH: A CENTURY OF DISCOVERY
影响因子：
--
作者：
Century, Jeanne;Cassata, Amy
通讯作者：
Cassata, Amy