Teaching Critical Thinking in Psychologyfeatures current scholarship on effectively teaching critical thinking skills at all levels of psychology. Offers novel, nontraditional approaches to teaching ...critical thinking, including strategies, tactics, diversity issues, service learning, and the use of case studiesProvides new course delivery formats by which faculty can create online course materials to foster critical thinking within a diverse student audiencePlaces specific emphasis on how to both teach and assess critical thinking in the classroom, as well as issues of wider program assessmentDiscusses ways to use critical thinking in courses ranging from introductory level to upper-level, including statistics and research methods courses, cognitive psychology, and capstone offerings
Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually ...and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.
This practical teaching resource has been designed to give children aged 9–12 the basic tools required to challenge some of the conflicting information which they may encounter in everyday life. With ...increasing exposure to modern information technology and social media, amongst other things, children are increasingly exposed to misleading information that can seriously influence their worldview and self-esteem. The sooner they are helped to approach some of this material with a critical eye, the better they will be able to make independent judgements and resist undue persuasion.
Key features of this book include:
Short texts designed to give opportunities for critical examination, created to be points of discussion with individuals, groups or whole classesThe ability to question and evaluate information is an essential life skill, as well as a key skill for academic learning, yet it remains one of the most challenging aspects of comprehension to teach. This is a vital text for teachers, teaching assistants and other professionals looking to develop critical thinking skills in their students.
Topics covering seven areas of critical thought, ordered in level of difficulty, including finding contradictions, and detecting bias and fake news
Supporting teacher prompts and questions, as well as photocopiable resources without prompts
•Analytic thinking reduces belief in conspiracy theories.•Stronger belief in conspiracy theories associated with lower analytic thinking.•Eliciting analytic thinking experimentally reduces ...conspiracist ideation.
Belief in conspiracy theories has been associated with a range of negative health, civic, and social outcomes, requiring reliable methods of reducing such belief. Thinking dispositions have been highlighted as one possible factor associated with belief in conspiracy theories, but actual relationships have only been infrequently studied. In Study 1, we examined associations between belief in conspiracy theories and a range of measures of thinking dispositions in a British sample (N=990). Results indicated that a stronger belief in conspiracy theories was significantly associated with lower analytic thinking and open-mindedness and greater intuitive thinking. In Studies 2–4, we examined the causational role played by analytic thinking in relation to conspiracist ideation. In Study 2 (N=112), we showed that a verbal fluency task that elicited analytic thinking reduced belief in conspiracy theories. In Study 3 (N=189), we found that an alternative method of eliciting analytic thinking, which related to cognitive disfluency, was effective at reducing conspiracist ideation in a student sample. In Study 4, we replicated the results of Study 3 among a general population sample (N=140) in relation to generic conspiracist ideation and belief in conspiracy theories about the July 7, 2005, bombings in London. Our results highlight the potential utility of supporting attempts to promote analytic thinking as a means of countering the widespread acceptance of conspiracy theories.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this ...gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a pre–post comparison (n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on HOT was significant (g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem‐solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta‐analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT.
Practitioner notes
What is already known about this topic
Online peer assessment (OPA) has significant positive impacts on learning achievement.
OPA has been regarded as a potential approach to cultivating students' higher‐order thinking (HOT) but has not been proved by meta‐analysis.
OPA should be carefully designed to maximise its effectiveness on learning.
What this paper adds
OPA has been proved to significantly positively influence students' HOT via meta‐analysis.
OPA exerted more significant effects on convergent HOT than on divergent HOT.
The potential of reciprocal roles and anonymity for moderating the impacts of OPA on HOT should not be underestimated.
Implications for practice and/or policy
OPA could be a wise choice for practitioners when they help students to achieve a balanced development of HOT dispositions and skills.
Students' divergent HOT can be encouraged in their uptake of peer feedback and by allowing them autonomy in deciding assessment criteria.
OPA with design elements of reciprocal roles and anonymity has great potential to promote students' HOT.
Full text
Available for:
BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, ...knowledge, and habits of mind of strong writers.
► We substantiate a model of metacognitive monitoring and control in reasoning and decision-making. ► The fluency of generation determines the strength of the Feeling of Rightness for a decision. ► ...The strength of the Feeling of Rightness determines degree and type of subsequent analysis. ► Reasoning biasses may be confidently held because they are fluently retrieved. ► We integrate literatures on metacognition, confidence, and Dual Process Theories of reasoning.
Dual Process Theories (DPT) of reasoning posit that judgments are mediated by both fast, automatic processes and more deliberate, analytic ones. A critical, but unanswered question concerns the issue of monitoring and control: When do reasoners rely on the first, intuitive output and when do they engage more effortful thinking? We hypothesised that initial, intuitive answers are accompanied by a metacognitive experience, called the Feeling of Rightness (FOR), which can signal when additional analysis is needed. In separate experiments, reasoners completed one of four tasks: conditional reasoning (
N
=
60), a three-term variant of conditional reasoning (
N
=
48), problems used to measure base rate neglect (
N
=
128), or a syllogistic reasoning task (
N
=
64). For each task, participants were instructed to provide an initial, intuitive response to the problem along with an assessment of the rightness of that answer (FOR). They were then allowed as much time as needed to reconsider their initial answer and provide a final answer. In each experiment, we observed a robust relationship between the FOR and two measures of analytic thinking: low FOR was associated with longer rethinking times and an increased probability of answer change. In turn, FOR judgments were consistently predicted by the fluency with which the initial answer was produced, providing a link to the wider literature on metamemory. These data support a model in which a metacognitive judgment about a first, initial model determines the extent of analytic engagement.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
The strategies and initiatives detailed in this book will empower data librarians, information literacy instructors, library liaisons, and reference staff to successfully incorporate data literacy ...into their work.
PDF
