|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|375607||622807||2014||14 صفحه PDF||سفارش دهید||دانلود رایگان|
• A group of students was trained using direct infusion of critical thinking (CT).
• CT-infused group gained more on an argument analysis test than less explicit groups.
• CT-infused group gained more on a critical reading test than less explicit groups.
• CT-infused group also gained more in metacognitive monitoring accuracy.
• It was an ecologically valid classroom study with good internal validity.
To test the effectiveness of the direct infusion, instructional approach on the acquisition of argument analysis, critical reading, and metacognitive monitoring skills, we compared three similar groups of college students receiving different instruction of the same course material. The group receiving direct infusion of critical thinking (CT) was explicitly taught application of rules for analyzing psychological arguments and critical reading infused into their course work and given practice with assessments and feedback to guide skill acquisition. Compared to a second group receiving direct infusion of principles of memory improvement and a third focusing on content knowledge acquisition, the CT group showed significantly greater gains on tests of argument analysis and critical reading skills. Students in the CT group also showed significantly greater gains on the ability to accurately postdict their CT test scores. The results suggest that direct infusion can improve both CT skills and metacognitive monitoring with implications for how they are related.
Journal: Thinking Skills and Creativity - Volume 12, June 2014, Pages 55–68