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Peer interaction and the learning of critical thinking skills in further education students

机译：同伴互动和进修生的批判性思维技能的学习

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摘要

A teaching programme is reported in which criticalthinking skills (in the sense of reasonedjustification of arguments; see Kuhn, 1991, 1993) weretaught. The principal aims of the study were todevelop, implement and evaluate a programme forteaching evidence-based justification to vocationaleducation students in Further Education colleges. Teaching was via modelling and peer-based critiquingexercises in the context of the students' projectwork. Eighty-four Further Education college studentsunderwent a 10-session teaching intervention whichdovetailed with their Additional Assessmentintegrative project work. Students took part inpeer-based exercises in which they learned to critiqueimaginary examples of project outlines and plans,followed by similar peer-based critiquing of eachothers' proposed projects. Analysis of the students'dialogues with each other indicated that they hadlearned the importance of justifying arguments, andcontent analysis of their written work indicated thatthey engaged in justification of their arguments to asignificantly greater degree than control groups. Several key variables in the dialogues correlatedpositively with justification in the written work,suggesting that the dialogue had impacted on thewritten work. However, justification tended to be ofa weak kind (using anecdotes or experience-basedgeneralisations), and strong (i.e. formalresearch-based) evidence remained relativelyinfrequent and sometimes inappropriately used. Apsychometric test of general critical thinking skillsshowed no evidence of transfer of learning.
机译：据报道一个教学计划，其中教授了批判性思维技巧（就论证的合理性而言；参见Kuhn，1991，1993）。这项研究的主要目的是开发，实施和评估一个计划，以便为进修学院的职业教育学生提供循证证明。在学生的项目工作中，通过建模和基于同伴的批判练习来进行教学。 84名继续教育大学生接受了为期10堂课的教学干预，这与他们的“附加评估”综合项目工作紧密相关。学生参加了基于同行的练习，他们学会了批评项目大纲和计划的虚构示例，随后对彼此的拟议项目进行了类似的基于同行的评议。对学生之间的对话进行的分析表明，他们已经学习了论证理由的重要性，而对书面作品的内容分析表明，他们对论据的论证程度要高于对照组。对话中的几个关键变量与书面工作的正当性呈正相关，这表明对话对书面工作产生了影响。但是，辩护往往是一种较弱的证言（使用轶事或基于经验的概括），而有力的（即基于形式研究的）证据仍然相对较少，有时使用不当。一般批判性思维技能的心理测验显示没有转移学习的证据。

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  • 来源
    《Instructional Science》 |2001年第1期|1-32|共32页
  • 作者

    Tony Anderson; Christine Howe; Rebecca Soden; John Halliday; Jennifer Low;

  • 作者单位

    Centre for Research into Interactive Learning Department of Psychology University of Strathclyde;

    Centre for Research into Interactive Learning Department of Psychology University of Strathclyde;

    Scottish School of Further Education Faculty of Education University of Strathclyde;

    Scottish School of Further Education Faculty of Education University of Strathclyde;

    Centre for Research into Interactive Learning Department of Psychology University of Strathclyde;

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