Impact of Peer-Led Team Learning and the Science Writing and Workshop Template on the Critical Thinking Skills of First-Year Chemistry Students

Autor/inn/en	Stephenson, Norda S.; Miller, Imron R.; Sadler-McKnight, Novelette P.
Titel	Impact of Peer-Led Team Learning and the Science Writing and Workshop Template on the Critical Thinking Skills of First-Year Chemistry Students
Quelle	In: Journal of Chemical Education, 96 (2019) 5, S.841-849 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stephenson, Norda S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00836
Schlagwörter	Peer Teaching; Science Instruction; Technical Writing; Workshops; Critical Thinking; Thinking Skills; College Freshmen; College Science; Chemistry; Teamwork; Active Learning; Undergraduate Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technical documentation; Technische Dokumentation; Lernwerkstatt; Schulung; Kritisches Denken; Denkfähigkeit; Studienanfänger; Chemie; Aktives Lernen; Unterrichtserfolg
Abstract	The Peer-Led Team Learning (PLTL) and the Science Writing and Workshop Template (SWWT) are two active learning instructional approaches which combine writing, inquiry, collaboration, and reflection, elements which have been associated with critical thinking development. In this study, we used a quasi-experimental pretest-post-test design to investigate the impact of the implementation of these two approaches on the critical thinking skills of first-year chemistry students, measured using the California Critical Thinking Skills Test (CCTST). The results indicate that implementation of the PLTL and the SWWT instructional strategies led to significantly higher gains in critical thinking. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01