Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course

Innovative Higher Education

Volumn 38, Issue 3, 2013, Pages 223-235

  Kim, Kyoungna ^a   Sharma, Priya ^b   Land, Susan M ^b   Furlong, Kevin P ^b  

^a Diplomatic Language Services   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Active learning; Critical thinking; Geoscience; Scaffolding; Undergraduate education

Indexed keywords

EID: 84876730314     PISSN: 07425627     EISSN: 15731758     Source Type: Journal    
DOI: 10.1007/s10755-012-9236-x     Document Type: Article

References (40)

1. Andriessen, J. (2006). Arguing to Learn. In R. K. Sawyer (Ed.), The Cambridge handbook of learning sciences (pp. 443-459). New York, NY: Cambridge University Press.
2. Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475-488). New York, NY: Cambridge University Press.
3. Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
4. Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey-Bass.
5. Bunce, D., & VandenPlas, J. R. (2006). Student recognition and construction of quality chemistry essay responses. Chemistry Education Research and Practice, 7(3), 160-169.
6. Chapman, B. S. (2001, Nov). Emphasizing concepts and reasoning skills in introductory college molecular cell biology. International Journal of Science Education, 23(11), 1157-1176.
7. Edelson, D. C., & Reiser, B. J. (2006). Making authentic practices accessible to learners: Designing challenges and strategies. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 335-354). Cambridge, MA: Cambridge University Press.
8. Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5-25.
9. Ge, X., & Land, S. (2003). Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38.
10. Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature 1991-2000. Journal of College Student Development, 44(6), 746-762.
11. Gupta, G. (2005). Improving students' critical-thinking, logic, and problem-solving skills. Journal of College Science Teaching, 34(4), 48.
12. Hager, P., Sleet, R., Logan, P., & Hooper, M. (2003). Teaching critical thinking in undergraduate science courses. Science Education, 12, 303-313.
13. Halpern, D. F. (1999, Winter). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching & Learning, 80, 69-74.
14. Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates.
15. Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94.
16. Kim, K. (2009). Exploring undergraduate students' active learning for enhancing their critical thinking and learning in a large class. Dissertation Abstracts International, 70(11), 3380934.
17. King, A. (1995). Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22(1), 13-17.
18. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
19. Kronberg, J. R., & Griffin, M. S. (2000). Analysis problems-A means to developing students' critical-thinking skills: Pushing the boundaries of higher-order thinking. Journal of College Science Teaching, 29(5), 348-352.
20. Lajoie, S. P., Lavigne, N. C., Guerrera, C., & Munsie, S. (2001). Constructing knowledge in the context of BioWorld. Instructional Science, 29, 155-186.
21. Land, S. M. (2000). Cognitive requirements for learning with open-ended learning environments. Educational Technology Research and Development, 48(3), 61-78.
22. Lynch, C. L., & Wolcott, S. K. (2001). Helping your students develop critical thinking skills. IDEA Paper #37. Manhattan, KS: The IDEA Center.
23. MacKnight, C. B. (2000). Teaching critical thinking through online discussions: Faculty can play a key role in fostering critical thinking among students using web communication tools. Educational Quarterly, 4, 38-41.
24. Mayer, R. H. (1999). Designing instruction for constructivist learning. In C. M. Reigeluth, (Eds.), In C. M. Reigeluth, (Ed), Instructional-design theories and models: A new paradigm of instructional theory, Volume II. pp, 141-160. Mahwah, NJ: Lawrence Erlbaum Associates.
25. McConnell, D. A. (2005). How students think: Implications for learning in introductory Geoscience Courses. Journal of Geoscience Education, 53, 462-470.
26. Moon, J. (2008). Critical thinking: An exploration of theory and practice. London and New York: Routledge, Taylor & Francis Group.
27. National Education Goals Panel (1991). The national education goals report: Building a nation of learners. Washington, DC: U. S. Printing Office.
28. National Research Council (1996). From analysis to action: Undergraduate education in science, mathematics, engineering, and technology. Washington, DC: National Academy Press.
29. National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
30. Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
31. Perkins, D. (1998). What is understanding? In M. S. Wiske (Ed.), Teaching for understanding: Linking research with practice (pp. 39-57). San Francisco, CA: Jossey-Bass.
32. Ruiz-Primo, M. A., Briggs, D., Iverson, H., Talbot, R., & Shepard, L. A. (2011). Impact of undergraduate science course innovations on learning. Science, 331(6022), 1269-70.
33. Russell, A. A. (2004). Calibrated peer review: A writing and critical-thinking instructional tool. In Y. S. George (Ed.), Invention and impact: Building excellence in undergraduate science, technology, engineering and mathematics (STEM) education. American Association for the Advancement of Science: Washington, DC.
34. Scardamalia, M., and Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. In S. Vosniadou (Ed.), International perspectives on the design of technology-supported learning environments (pp. 149-163). Mahwah, NJ.: Lawrence Erlbaum.
35. Scriven, M., & Paul, R. (1987). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. Retrieved December 8, 2009 from the Foundation for Critical Thinking. http://www. criticalthinking. org/University/defining. html.
36. Takeo, A., Prothero, W. A., & Kelly, G. J. (2002). Applying analysis to assess the quality of university oceanography students' scientific writing. Journal of Geoscience Education, 50(1), 40-48.
37. Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in HigherEducation, 40(2), 185-200.
38. Tsui, L. (2002). Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies. Journal of Higher Education, 73(6), 749-763.
39. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
40. Yuretich, R. F. (2004). Encouraging critical thinking. Journal of College Science Teaching, 33(3), 40-45.