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Evaluation of Halpern's "structural component" for improving critical thinking.

Ana Ma Nieto1, Carlos Saiz

  • 1Departamento de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad de Salamanca, Salamanca, Spain. acarracedo@usal.es

The Spanish Journal of Psychology
|July 18, 2008
PubMed
Summary

This study evaluated Halpern's "structural component" for teaching critical thinking skills. Both teaching methods improved student performance compared to a control group, with no significant difference between the methods themselves.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Higher Education Pedagogy

Background:

  • Effective critical thinking instruction is crucial for university students.
  • Halpern's (1998) four-component model offers a framework for promoting critical thinking transfer.
  • The "structural component" specifically addresses organizing teaching for skill generalization.

Purpose of the Study:

  • To assess the efficiency of Halpern's "structural component" in organizing teaching for critical thinking.
  • To compare the effectiveness of instruction based on the "structural component" with an alternative instructional procedure.
  • To evaluate the generalization of critical thinking skills in university students.

Main Methods:

  • University students were divided into three groups: one receiving instruction based on Halpern's "structural component," another receiving instruction via a different procedure, and a control group.
  • Performance in critical thinking skills was measured after the training interventions.
  • Statistical analysis was used to compare the outcomes between the groups.

Main Results:

  • Both groups that received instruction showed significantly better performance in critical thinking skills compared to the control group.
  • No significant differences in performance were found between the group instructed using Halpern's "structural component" and the group using the alternative procedure.
  • Both instructional methods yielded comparable results in enhancing critical thinking skills.

Conclusions:

  • Organizing teaching to facilitate the generalization of critical thinking skills, as suggested by Halpern's "structural component," is effective.
  • Alternative instructional procedures can be equally effective in teaching critical thinking skills.
  • The specific organizational strategy within the "structural component" may not be the sole determinant of effective critical thinking instruction.