A multi-site study of strategies to teach critical thinking: ‘why do you think that?’

Huang, Grace C.; Lindell, Deborah; Jaffe, L. D.; Sullivan, Amy

doi:10.1111/medu.12937

Cited by 48 publications

(44 citation statements)

References 25 publications

(43 reference statements)

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“…According to Littlewood: teachers' feedback is an important act in English teaching because it "provide learners with knowledge of how successful their performance has been and has a great influence on students' interests in learning English" [11][12][13]. That is, after students' answering, teachers should give students corresponding evaluations.…”

Section: Lack Of Corresponding Feedbacksmentioning

confidence: 99%

A Research on the Effective Questioning Strategies in Class

Yang¹

2017

SJEDU

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Abstract:As a second language, it is difficult for students to use English well, while classroom questioning is one of the most fundamental methods to promote the communication between teachers and students, so it becomes more and more important in classroom teaching. In the paper, to begin with, the author introduces the background and purpose of this paper. Next, the author studies and analyzes the related theories of Constructivism and Krashen's Input Hypothesis. Then, this paper analyzes the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks. And then the author put forward the following strategies for English classroom questioning, including preparing questions before questioning, controlling while questioning and giving feedbacks after questioning. Lastly, this paper gives four suggestions to English teachers for the effective classroom questioning: firstly, teachers should ask more diverse and reference questions. Secondly, teachers should control waiting time according to specific circumstances. Thirdly, teachers should encourage all students to answer questions actively. Fourthly, teachers should give feedbacks after students' answering.

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Section: Lack Of Corresponding Feedbacksmentioning

confidence: 99%

A Research on the Effective Questioning Strategies in Class

Yang¹

2017

SJEDU

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“…More specifically, probing questions facilitate the process of critical thinking (Huang et al, 2016). They help extend students' thinking by encouraging them to consider their own learning and knowledge (Huang et al, 2016).…”

Section: Creating Questionsmentioning

confidence: 99%

“…Brookfield (2012) stated that faculty could model critical thinking by sharing personal examples from their own academic and professional work, or by providing context for the content by explaining why they did what they did. Huang et al (2016), researching how healthcare faculty teach critical thinking, found that those who were successful used modeling as an instructional method to show students a path for engaging in it themselves. Faculty members used modeling to teach questioning strategies, reflection writing, or other activities.…”

Section: Modelingmentioning

confidence: 99%

“…The questioning technique is a primary form of engagement used to start and maintain critical thinking (Huang et al, 2016). Questioning allows faculty to encourage learners to move through the critical inquiry process and find resolution.…”

Section: Creating Questionsmentioning

confidence: 99%

“…Modeling is defined as accurately demonstrating something in a public and explicit manner (Biggs, 1990;Huang, Lindell, Jaffe, & Sullivan, 2016). It is an important instructional strategy for critical thinking (Brookfield, 2012;Lombard, 2008;Mileder, Schmidt, & Dimai, 2014) and there is a clear link between modeling and professionalism (Felstead & Springett, 2016).…”

Section: Modelingmentioning

confidence: 99%

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Exploring online critical inquiry experiences of first year undergraduate nursing students in a northeast American college

Wallace¹

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Developing practitioners who can think critically is a core goal in the nursing discipline. The ability to prioritize information, problem solve, and support decisions with evidence positively correlates with patient quality of care, safety, and outcomes. These skills however are challenging to teach and learn, and research shows many nursing students and new nurses lack proficiency. As programs move online, it is imperative we understand how to better design and teach courses for improved critical inquiry. This interpretive phenomenological analysis explored undergraduate nursing students' experiences in an online course that included critical thinking as a goal. The primary research question guiding this study was: How do undergraduate nursing students describe their first year experience with critical inquiry in an online course on nursing history and theory? Participants of this study included six undergraduate nursing students who, during the first semester of the program, completed a hybrid course. Following data analysis of semi-structured interviews, five main themes emerged. Findings indicated that previous experiences and context formed individuals' critical inquiry definition and how they perceived its success. Critical inquiry improved as knowledge and skills developed over time.Success increased when instructors established relationships with their students, motivating them to engage in the coursework and with their peers. Positive peer relationships were important for boosting students' willingness to share information, supporting discourse. Finally, opportunities for organic, informal conversations gave students foundational material for deeper discussions.

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Using Questions to Enhance Rheumatology Education

Hausmann

Schwartzstein

2019

Arthritis Care & Research

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Meeting the increased demand for rheumatology care in the future will require changing the way rheumatology is taught. Enhancing rheumatology education may encourage more trainees to pursue rheumatology careers and improve knowledge about musculoskeletal conditions for primary care providers. However, the inherent uncertainty that surrounds the etiology, diagnosis, and treatment of many rheumatic diseases presents a unique challenge to rheumatology education and demands a distinct approach. By mastering the art of questioning, faculty can improve a learner's ability to understand and remember the material, apply knowledge in new settings, overcome cognitive biases, support an environment of inquiry, and develop metacognition, even under uncertainty. Trainees should also learn the craft of asking questions as a method of studying, a practice that stimulates curiosity, and a tool that will help them become life-long, self-directed learners. In this guide, we present the evidence behind the power of questions, provide a model for the best use of questions in various teaching venues, and recommend specific techniques for effective questioning. This article is protected by copyright. All rights reserved.

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A multi-site study of strategies to teach critical thinking: ‘why do you think that?’

Abstract: This work has practical recommendations for the individual faculty member. Promoting higher-level cognition, asking questions that probe the learner's understanding and linking discussions to the clinical context are some of the approaches that can be incorporated immediately.

Cited by 48 publications

References 25 publications

A Research on the Effective Questioning Strategies in Class

A Research on the Effective Questioning Strategies in Class

Exploring online critical inquiry experiences of first year undergraduate nursing students in a northeast American college

Using Questions to Enhance Rheumatology Education

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