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Fostering critical thinking skills in students with learning disabilities: an instructional program
B Leshowitz1, K Jenkens, S Heaton
1Department of Psychology, Arizona State University, Tempe 85287.
Journal of Learning Disabilities
|August 1, 1993
Summary
This study improved critical thinking in students with learning disabilities using scientific reasoning. Special education students outperformed regular education peers after the intervention.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Critical thinking is crucial for academic success.
- Students with learning disabilities often require explicit instruction in reasoning skills.
Purpose of the Study:
- To enhance critical thinking skills in middle and high school students with learning disabilities.
- To teach scientific reasoning principles and their application to everyday information.
Main Methods:
- Developed an instructional unit focused on scientific reasoning.
- Utilized student-teacher dialogues for active critical inquiry.
- Students analyzed magazine articles and advertisements using the scientific method.
Main Results:
- Statistically significant improvements were observed in identifying claims, graphing data, and evaluating evidence.
- Special education students demonstrated superior performance compared to a control group after the intervention.
Conclusions:
- Explicit instruction in scientific reasoning effectively enhances critical thinking in students with learning disabilities.
- The developed instructional unit shows promise for improving analytical skills in diverse student populations.