Peer Interaction and the Learning of Critical Thinking Skills

Anderson, Tony; Soden, Rebecca

doi:10.2304/plat.2001.1.1.37

Cited by 93 publications

(111 citation statements)

References 8 publications

(12 reference statements)

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“…This finding adds to the existing theoretical as well as empirical evidence (e.g. Anderson et al, 2001;Halpern, 2014) that suggests that the acquisition of transferrable CT skills can be achieved mainly through interventions that involve an extended duration and coverage of a large number of courses. Future studies may focus on a more intensive and comprehensive interventions that involve an extended duration and with the inclusion of more than one domain-specific courses.…”

Section: Discussionsupporting

confidence: 61%

“…Bensley & Spero, 2014;Dwyer et al, 2012;Solon, 2007), whereas several others reported a non-significant effect (e.g. Anderson, Howe, Soden, Halliday & Low, 2001;McLean & Miller, 2010;Toy & Ok, 2012). Such variability in research outcomes has made it difficult to gain a deeper understanding of the features of Immersion-and Infusion-based interventions for CT. A recent systematic review criticized existing Immersion-and Infusion-based CT intervention studies on the ground that the processes involved in the design and development of the instructional interventions in itself was not sufficiently specified (Tiruneh, Verburgh & Elen, 2014).…”

Section: Teaching Students To Think Critically: Review Of the Empiricmentioning

confidence: 99%

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Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Tiruneh

Cock

Elen

2017

Int J of Sci and Math Educ

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Fostering the development of students' critical thinking (CT) is regarded as an essential outcome of higher education. However, despite the large body of research on this topic, there has been little consensus on how educators best support the development of CT. In view of some of the controversies surrounding the teaching of CT skills in higher education, this study examined the effects of embedding CT instruction systematically in domain-specific courses (Immersion vs. Infusion) on the acquisition of domain-specific and domain-general CT skills and course achievement. First-year university students (N = 143) enrolled in an introductory physics course were assigned to one of three instructional conditions: Immersion, Infusion, and control. The Immersion and Infusion conditions followed lessons designed systematically based on the First Principles of Instruction model, whereas the control condition followed a regular instruction. Results showed that participants in the Immersion and Infusion conditions significantly outperformed those in the control condition on domain-specific CT proficiency and course achievement. However, neither the Immersion nor the Infusion condition was helpful in fostering the acquisition of domain-general CT skills. The findings generally demonstrated that embedding CT instruction systematically in domain-specific courses requires greater clarity about what set of CT skills could be targeted in domain-specific instruction, how specific subject-matter instruction could be designed considering CT as an integral part of domain-specific instruction, and how best CT outcomes be assessed. Some considerations for the design of CT-supportive learning environments are discussed.

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Section: Discussionsupporting

confidence: 61%

Section: Teaching Students To Think Critically: Review Of the Empiricmentioning

confidence: 99%

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Tiruneh

Cock

Elen

2017

Int J of Sci and Math Educ

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“…The evaluation process that a student must engage with in order to provide feedback is arguably the most important aspect of peer assessment (Ljungman & Silen, 2008;Topping, 2005). This is so because it affords the student the opportunity to practice the skills necessary to evaluate their own work and thus peer-assessment serves to improve skills in selfassessment (Anderson, Howe, Soden, Halliday, & Low, 2001;Topping, 2005).…”

Section: Peer-assessment Reviewmentioning

confidence: 99%

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Scott

2016

Journal of Biological Education

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Basic mathematical fluency is a prerequisite for success in a wide array of areas in biology and it has been noted that many students are deficient in this skill. In this paper, the use of a simulated peer-assessment activity is investigated as a method to improve performance in numerical problem solving questions in high school biology. Additionally, the benefits of using simulated, rather than real, student's answers in peer-assessment is discussed. The study involved a small cohort of students who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment activity is suitable as a replacement for standard peer-assessment and that students' attitudes favour the simulated approach.

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“…In addition, a researcher who forces his research object to think out loud during his activity, will not be able to observe a natural behavioural process. In daily activities, the interaction with other members of the group can be an important mechanism for learning (Anderson & Soden, 2001). Moreover, it is natural for humans to learn or solve something in collaboration with others (Bahrami et al, 2010).…”

Section: Testing In Pairsmentioning

confidence: 99%

Visualising the Development of a Teacher-In-Training into a Beginning Expert

Geerts¹,

Steenbeek²,

Geert³

2017

IES

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Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The knowledge gained from loop learning is of a situated nature. The current article operationalizes situated knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers' challenge to have their students reflects using video cases, so they can use loop-learning to build their situated knowledge. This knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.

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Peer Interaction and the Learning of Critical Thinking Skills

Abstract: The ability to conduct reasoned argument (

Cited by 93 publications

References 8 publications

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Visualising the Development of a Teacher-In-Training into a Beginning Expert

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