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Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

机译：引入生物学的同伴带领的团队学习：对同伴领袖批判性思维技能的影响

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摘要

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTLon-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.
机译：这项研究评估了同伴团队学习（PLTL）教学模型对本科生同伴领袖的批判性思维技能的假设影响。这项调查还探讨了同行领导者对其批判性思维能力的看法。使用具有对照组设计的准实验前测试/后测试来确定PLTL /非PLTL组的批判性思维增益。使用加利福尼亚批判性思维技能测验（CCTST）对批判性思维进行了评估，这些参与者之前已经在美国东北部的一所大型私立研究大学完成了混合专业的入门级生物学课程并取得了成功。来自开放式问卷的定性数据证实，参与者认为被认为可以提高批判性思维技能的因素，例如与同伴的互动，解决问题和讨论的方式，会对批判性思维的获得产生影响。但是，在经历CCTST之前和之后的测量之间或实验组和对照组之间，同伴领导者的批判性思维技能没有发现明显的数量差异。

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