Assessing Change in Student Critical Thinking for Introduction to Sociology Classes

Autor/inn/en	Rickles, Michael L.; Schneider, Rachel Zimmer; Slusser, Suzanne R.; Williams, Dana M.; Zipp, John F.
Titel	Assessing Change in Student Critical Thinking for Introduction to Sociology Classes
Quelle	In: Teaching Sociology, 41 (2013) 3, S.271-281 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X13479128
Schlagwörter	Critical Thinking; Sociology; College Students; Introductory Courses; Pretests Posttests; Teaching Methods; Thinking Skills; Skill Development; Writing Assignments; Discussion (Teaching Technique); Race; Ethnicity; Socioeconomic Status; Grade Point Average; Creative Thinking; Critical Theory; Change + Suchen Sie Ihr Suchwort? Kritisches Denken; Soziologie; Collegestudent; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Rasse; Abstammung; Ethnizität; Socio-economic status; Sozioökonomischer Status; Kreatives Denken; Kritische Theorie; Wandel
Abstract	Although there is widespread agreement among academics that critical thinking is an important component to the college classroom, there is little empirical evidence to verify that it is being taught in courses. Using four sections of introductory sociology, we developed an experimental design using pretests and posttests to assess students' critical thinking skills. Controlling for grade point average, cumulative credit hours completed, gender, race/ethnicity, socioeconomic status, instructor, and initial levels of critical thinking, being in the experimental group had a statistically significant impact on critical thinking at the end of the semester. Thus, inclusion of writing assignments and classroom discussion designed to enhance creative thought processes for the experimental group helped students improve from one-dimensional thinking toward more multistructural analysis. (Contains 3 tables and 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10