Journal ArticleDOI
The Acquisition of General Purpose Strategic Knowledge for Argumentation
D. Alan Bensley,Cheryl Haynes +1 more
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In this paper, the authors describe the implementation and testing of a program designed to develop critical reading and writing skills in psychology students through the acquisition of a general knowledge structure for a...Abstract:
We describe the implementation and testing of a program designed to develop critical-reading and writing skills in psychology students through the acquisition of a general knowledge structure for a...read more
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Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Philip C. Abrami,Robert M. Bernard,Evgueni Borokhovski,Anne Wade,Michael A. Surkes,Rana M. Tamim,Dai Zhang +6 more
TL;DR: This paper conducted a meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and found that type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance.
Journal ArticleDOI
Promoting Argument-Counterargument Integration in Students' Writing
TL;DR: The authors explored the effect of criteria instruction and a graphic organizer to promote integration of arguments and counterarguments in opinion essays and found that criteria instruction resulted in better integration of argument and counterargument with stronger rebuttals and more balanced reasoning.
Effectiveness of critical thinking instruction in higher education: A systematic review
TL;DR: In this paper, the authors systematically examined current empirical evidence and attempted to explain why some instructional interventions result in greater critical thinking (CT) gains than others, and found that effectiveness of CT instruction is influenced by conditions in the instructional environment comprising the instructional variables (teaching strategies and CT instructional approaches), and to some extent by student related variables (year level and prior academic performance).
Journal ArticleDOI
Learning of argumentation skills in networked and face-to-face environments
Miika Marttunen,Leena Laurinen +1 more
TL;DR: In a teaching experiment 16 face-to-face and 11 e-mailFinnish university students studied academic debating in an argumentation course as discussed by the authors, which involved two lectures, exercises with argumentative text, and face to face or email seminar discussions based on these texts.
Journal ArticleDOI
Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies
TL;DR: In this article, the authors systematically examined current empirical evidence and attempted to explain why some instructional interventions result in greater critical thinking (CT) gains than others, and found that effectiveness of CT instruction is influenced by conditions in the instructional environment comprising the instructional variables (teaching strategies and CT instructional approaches), and to some extent by student related variables (year level and prior academic performance).
References
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Journal ArticleDOI
What Works in Teaching Composition: A Meta-Analysis of Experimental Treatment Studies.
TL;DR: This article conducted an integrative review or meta-analysis of experimental treatment studies completed from 1963 through 1982, concluding that the Braddock et al. review was based on the assumption that "We already had a thorough understanding of written products and processes" (p. xiv), an assumption that Cooper, Odell, and their co-authors see as unwarranted.