An approach to teaching critical thinking across disciplines using performance tasks with a common rubric
An approach to teaching critical thinking across disciplines using performance tasks with a common rubric
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DOI：
10.1016/j.tsc.2017.05.005
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发表时间：
2017-12-01
影响因子：
3.7
通讯作者：
Rosenberg, Martina
中科院分区：
文献类型：
--
作者：
Cargas, Sarita;Williams, Sheri;Rosenberg, Martina
虽然有大量的文献讨论了批判性思维在高等教育中的作用，但学术界对批判性思维教学方法的探索却较少。而不仅仅是评估批判性思维，我们探讨了使用性能任务与一个共同的标题作为一种方式，提高学生和教师的工具和实践参与批判性思维的认识。在这项探索性研究中，教师教育、社会科学和生命科学三个不同领域的教师在基于问题的学习环境中设计了适合其学科并与批判性思维技能相一致的绩效任务。虽然每个队列的任务不同，但它们的结构相似，并使用一个带有纠正反馈的共同规则进行明确教学，有助于批判性思维的发展和评估。学生完成了批判性思维评估测试的前后评估。一些队列证明了批判性思维技能的可衡量的改善，而其他队列的改善则不那么明显。定性结果往往证实了学生参与严格且具有挑战性的绩效任务的价值。我们的结论是，使用性能任务与纠正反馈的一个共同的标题可能是有用的，在许多领域。我们进一步建议，经常使用的性能任务在以问题为基础的学习环境中，可以有助于批判性思维技能和处置的可转移性。
While there is large body of literature discussing critical thinking in higher education, there is a less substantial body of scholarship exploring methods for teaching it. There are several tests being used nationally to assess critical thinking. Rather than just assessing critical thinking, we explored the use of performance tasks with a common rubric as a way of raising student and instructor awareness of the tools and practices involved in critical thinking. In this exploratory study, faculty in three different fields, Teacher Education, Social Sciences, and Life Sciences, designed performance tasks in a problem-based learning environment that were appropriate to their disciplines and aligned to the skills of critical thinking. Although the tasks differed for each cohort, they were structured similarly and explicitly taught using a common rubric with corrective feedback, aiding both the development and assessment of critical thinking. Students completed a pre-post assessment on a critical thinking assessment test. Some cohorts evidenced measurable improvements in critical thinking skills with less discernable improvement among other cohorts. Qualitative results tended to confirm the value of student participation in rigorous and challenging performance tasks. We conclude that using performance tasks with corrective feedback on a common rubric may be useful in many fields. We further suggest that regular use of performance tasks in a problem-based learning environment can contribute to the transferability of critical thinking skills and dispositions.