Evaluating evidence and drawing appropriate conclusions along with other skills, such as distinguishing arguments from nonarguments and finding assumptions, are collectively called argument analysis skills.
Psychology students need argument analysis skills to evaluate psychological claims in their work and in everyday discourse.
Some instructors expect their students will improve CT skills like argument analysis skills by simply immersing them in challenging course work.
In my first year of college teaching, a student approached me one day after class and politely asked, “What did you mean by the word ‘evidence’?
” I tried to hide my shock at what I took to be a very naive question.
One virtue of this definition is it can be applied to many thinking tasks in psychology.
The claims and conclusions psychological scientists make include hypotheses, theoretical statements, interpretation of research findings, or diagnoses of mental disorders.Our research on acquisition of argument analysis skills in psychology (Bensley, Crowe, Bernhardt, Buchner, & Allman, in press) and on critical reading skills (Bensley & Haynes, 1995; Spero & Bensley, 2009) suggests that more explicit, direct instruction of CT skills is necessary.These results concur with results of an earlier review of CT programs by Chance (1986) and a recent meta-analysis by Abrami et al., (2008).Others expect improvement because they use a textbook with special CT questions or modules, give lectures that critically review the literature, or have students complete written assignments.While these and other traditional techniques may help, a growing body of research suggests they are not sufficient to efficiently produce measurable changes in CT skills.More importantly, the techniques and approach described below are ones that are supported by scientific research.Classroom examples illustrate the use of the guidelines and how assessment can be integrated into CT skill instruction.Directly infusing CT skill instruction can also enrich content instruction without sacrificing learning of subject matter (Solon, 2003).The following seven guidelines, illustrated by CT lessons and assessments, explicate this process.They also resemble approaches to teaching CT proposed by Angelo (1995), Beyer (1997), and Halpern (1998).Importantly, this approach has been successful in teaching CT skills in psychology (e.g., Bensley, et al., in press; Bensley & Haynes, 1995; Nieto & Saiz, 2008; Penningroth, Despain, & Gray, 2007).
Comments Thinking Critically About Critical Thinking Halpern
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The ability to think critically is almost always listed as one of the desirable outcomes of undergraduate education Halpern 1988. Al though there is considerable.…
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Students, or researchers to identify, measure or promote critical thinking. researchers as a generic skill e.g. Halpern, 1989, while others view this construct as.…
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In fact, critical thinking has a long history in educational psychology. Everyone needs knowledge to think critically about a complex topic. also developed a model for teaching critical thinking Halpern, 1998 that includes.…
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In R. J. Sternberg, H. L. Roediger III, & D. F. Halpern Eds. Critical thinking in. Thinking critically about critical thinking Work-book to accompany Thought and.…
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To be true, Diane F. Halpern explains that the twin abilities of learning well and thinking critically are essential skills for students at every level.…
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Lon Maggart; Thinking Critically about Critical Thinking by Diane Halpern; A Framework for Critical Thinking Research and Training by Susan.…
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Critical thinking in higher education” is a phrase that means many things to many people. They argue that learning to think critically should—in part at. For other definitions, see Fisher & Scriven, 1997; Halpern, 1997, p. 4; Lipman. 1988.…
Redalyc. Skills and dispositions of critical thinking are they.
Definition it would be clearer to explain what critical thinking is and what is being done when one is thinking critically. Thus, in agreement with Halpern 1998.…
Assessing the effectiveness of critical thinking instruction - Jstor
Critical Thinking Instruction, 1991. The ability to think critically is almost always listed as one of the desirable outcomes of under graduate education Halpern.…