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Improving Critical Thinking Skills D...

Feulner, Mark.

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Improving Critical Thinking Skills Development in a University Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Improving Critical Thinking Skills Development in a University Classroom./
作者:	Feulner, Mark.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	101 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27742813
ISBN:	9798662458888

Improving Critical Thinking Skills Development in a University Classroom.
Feulner, Mark.

Improving Critical Thinking Skills Development in a University Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 101 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The Florida State University, 2020.

This item must not be sold to any third party vendors.

The improvement of critical thinking ability among university students is widely accepted as a goal of higher learning. However, as an objective it frequently remains loosely defined in curriculum, and there is little agreement regarding how best to encourage its development in learners. This dissertation investigated the use of a pedagogy that infused explicit critical thinking learning objectives into subject matter instruction, and utilized formative feedback to encourage learning and metacognition. Two groups were recruited for this study, which was conducted over twelve weeks of a semester. The treatment group received modified assignments that featured infused critical thinking instruction, and the control group was immersed in course content with no explicit critical thinking instruction or feedback. Although there were no significant differences between the two groups in class performance measures, the treatment group displayed significant gains in critical thinking ability that was not seen in the control group. In addition, treatment participants reported changes in metacognition in response to their instruction, despite the metacognitive measures failing to indicate a significant difference from the control. The implications of the findings on future research into this instructional approach were discussed.

ISBN: 9798662458888Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Critical thinking

Improving Critical Thinking Skills Development in a University Classroom.
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