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Teaching critical thinking.

N G Holmes1, Carl E Wieman2, D A Bonn3

  • 1Department of Physics, Stanford University, Stanford, CA 94305; ngholmes@stanford.edu.

Proceedings of the National Academy of Sciences of the United States of America
|August 19, 2015
PubMed
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This summary is machine-generated.

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Repeated practice in making data-driven decisions, with feedback, significantly improves students' quantitative critical thinking skills. This approach enhances experimental method improvement and model limitation identification in science education.

Area of Science:

  • Physics Education Research
  • Quantitative Reasoning
  • Scientific Literacy

Background:

  • Data-driven decision-making is crucial but challenging.
  • Educational goals for quantitative critical thinking are often unmet.
  • Effective pedagogical strategies are needed to foster these skills.

Purpose of the Study:

  • To investigate the impact of structured practice in data-driven decision-making on student learning.
  • To develop and test a pedagogical framework for teaching quantitative critical thinking.
  • To assess the long-term retention of these skills in science students.

Main Methods:

  • Implemented a novel instructional structure in an introductory physics lab.
  • Students engaged in repeated quantitative comparisons of data and models.
Keywords:
critical thinkingscientific reasoningscientific teachingteaching experimentationundergraduate education

Related Experiment Videos

  • Instructions were gradually faded, promoting independent application of skills.

    • Main Results:

    • Experimental group students were 12x more likely to improve experimental methods.
    • Experimental group students were 4x more likely to identify model limitations.
    • Students demonstrated significantly more sophisticated data reasoning.

    Conclusions:

    • Repeated practice with feedback is key to developing data-driven decision-making skills.
    • The tested pedagogical structure effectively enhances quantitative critical thinking in physics.
    • Observed improvements persisted into subsequent academic courses.