Collaborative Learning and Critical Thinking: Testing the Link

Loes, Chad N.; Pascarella, Ernest T.

doi:10.1080/00221546.2017.1291257

Cited by 94 publications

(60 citation statements)

References 51 publications

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“…The fact that these activities were implemented in cooperative groups implied the need for the students to present their points of view and to explain them. They also had to be receptive to consider other points of view as valid, to argue and to counter-argument [58] [29] [59].…”

Section: A Differential Analysis Of Critical Thinking Between Contromentioning

confidence: 99%

Enhancing College Students’ Critical Thinking Skills in Cooperative Groups

Silva

Lopes

Domínguez

2019

Communications in Computer and Information Science

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This study examines the effects of cooperative learning interventions on college students' critical thinking (CT) development. It presents the results of an investigation in which 19 students were assigned to work in a cooperative learning (experimental group) context, and 22 other students (control group) followed a lecturebased learning process. The development of the students' critical thinking skills was subsequently assessed with a pre-and post-test. The results showed greater improvements in critical thinking skills among the students of the intervention group suggesting clearly that the effects of cooperative learning are very positive.

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Section: A Differential Analysis Of Critical Thinking Between Contromentioning

confidence: 99%

Enhancing College Students’ Critical Thinking Skills in Cooperative Groups

Silva

Lopes

Domínguez

2019

Communications in Computer and Information Science

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“…To add on, Loes & Pascarella asserted that knowledge is a social construct, that educational experience involving social interaction and exchange, which is contextually relevant and engaging and student-centered, leads to deeper learning [13]. By engaging in discussion and taking responsibility for their learning, students are encouraged to become critical thinkers.…”

Section: A Social Media As Teaching Platformmentioning

confidence: 99%

Improving Learning Outcomes through Students' Interaction on Social Media

Sukendra¹

2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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The millennial generation is highly associated with gadget and thus makes their lives revolve around social media. It is common for them to spend hours juggling from one social medium to the other. It is time consumed and fruitless in the eyes of parents. Despite that many linguists and educators find that social media are potential in becoming new learning spaces. Due to that fact, this paper intends to find out whether social media (in this study: facebook) can be used as a learning medum. It aims to investigate whether student-student interaction during status updating and commenting on the status can improve students' grammatical competence and thus enhance students' writing skills. For the purpose of the study, students are encouraged to give comments towards grammatical mistakes and give correction if necessary. Interaction types and number of comments are analyzed to support the findings. The study found out that the types of interaction do not affect students' performance and there is no relation between the number of comments given and received comments as well as the number of mistakes made and appointed mistakes to students' improvement.

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“…Tal como outros estudos empíricos mostraram, quando os alunos se tornam recetivos para considerar outros pontos de vista como válidos, questionam, confirmam, verificam ou corrigem raciocínios ou resultados desenvolvem as suas capacidades de argumentação e contra-argumentação (Loes & Pascarella, 2017) de interpretação, análise, avaliação e síntese e fazem juízos inferenciais (Novak & Cañas, 2008), o que foi potenciado pelo trabalho em grupos cooperativos e pelo uso de mapas concetuais.…”

Section: Gruposunclassified

“…Como qualquer competência, o pensamento crítico e criativo deve ser gradualmente desenvolvido de forma explícita e intencional (Browne & Keeley, 2001). Duas das estratégias consideradas eficazes na promoção do pensamento crítico são a aprendizagem cooperativa (Loes & Pascarella, 2017), e o uso dos mapas de conceitos (Novak & Gowin, 1984).…”

Section: Introductionunclassified

A aprendizagem cooperativa e os mapas de conceitos na promoção do pensamento crítico e criativo: uma experiência no ensino superior

Silva

Lopes

Domínguez

2019

RLE

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This article contributes to the reflection on the effects of the use of cooperative learning and concept maps in the development of critical and creative thinking in university students. It presents a quasi-experimental study, with pre and post-test, with an experimental group (n=19) and a control group (n=22) with undergraduate students from the fields of Basic Education and Psychology. The experimental group was submitted to cooperative learning strategies and to the elaboration of concept maps from the reading of texts. In the control group, the teaching methodology used was the traditional lecture. The critical and creative skills of both groups were evaluated using the Critical and Creative Thinking Test (Lopes, Silva, & Morais, 2019). The results showed significant improvements in critical and creative thinking skills in students in the experimental group compared to the control group (d = 1.66), suggesting that the use of cooperative learning and concept maps contributed positively to their development, especially at the level of explanation and synthesis skills.

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Collaborative Learning and Critical Thinking: Testing the Link

Cited by 94 publications

References 51 publications

Enhancing College Students’ Critical Thinking Skills in Cooperative Groups

Enhancing College Students’ Critical Thinking Skills in Cooperative Groups

Improving Learning Outcomes through Students' Interaction on Social Media

A aprendizagem cooperativa e os mapas de conceitos na promoção do pensamento crítico e criativo: uma experiência no ensino superior

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