Explicit Teaching of Critical Thinking Skills in Communication Science and Disorders

Abstract

Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, empathy and perspective taking, and evidence-based practice. Convergence of these data, and future directions are discussed.

The historical communities capacity in fostering nationalism and tradition of critical thinking

“…Integrated learning contributes to education providers as an alternative to reforming the implementation of learning, which is expected to help students develop their potential as optimally as possible and more critically-analytically (Battaglia, 2020;Zhang and Sun, 2020;Utomo and Wasino, 2020). Students are not only targets who must accept the material being taught but must be treated as subjects who undergo an active learning process.…”