Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments

Autor/inn/en	Archila, Pablo Antonio; Molina, Jorge; Danies, Giovanna; Truscott de Mejía, Anne-Marie; Restrepo, Silvia
Titel	Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments
Quelle	In: Science & Education, 31 (2022) 4, S.861-892 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-021-00299-8
Schlagwörter	Controversial Issues (Course Content); Race; Persuasive Discourse; Critical Thinking; Thinking Skills; Undergraduate Students; Science Education; Foreign Countries; Dialogs (Language); Colombia + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Rasse; Abstammung; Persuasion; Persuasive Kommunikation; Kritisches Denken; Denkfähigkeit; Naturwissenschaftliche Bildung; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Kolumbien
Abstract	The identification and the evaluation of arguments are fundamental elements of critical thinking. However, the explicit promotion of these elements is virtually absent from university science courses. Much of the reason for this is that in most universities, across nearly all disciplines, instructors are required to see the conceptual content coverage of the syllabus as a priority. Moreover, lack of preparation and the fact that critical thinking activities are time-consuming rapidly reduce the interest of many instructors to include them in their courses. Here, we describe the use of a dialogue-based critical thinking classroom scenario (CTCS). The study used a mixed-methods approach with both quantitative and qualitative analyses of questionnaire responses. One hundred and seventeen undergraduates (73 females; 44 males; ages 16-24 years), enrolled in an introductory science course in Colombia, were asked to identify and evaluate arguments regarding a dialogue between two scientists who explore the controversial question of whether or not the concept of race is applicable to humans. It was found that the dialogue-based CTCS provided students with opportunities to identify and evaluate arguments both for and against the question and to make informed decisions about whether or not the concept of race in humans is biologically meaningful. Moreover, analyses of responses to closed-ended and open-ended questions revealed that more than half the participants were able to evaluate arguments in a fair-minded way. Practical implications for the cultivation of critical thinking skills in higher education and further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01