Effects of Teaching Critical Thinking to Saudi Female University Students Using a Stand-Alone Course

Autor/inn/en	Al Ghamdi, Amani K. Hamdan; Deraney, Philline M.
Titel	Effects of Teaching Critical Thinking to Saudi Female University Students Using a Stand-Alone Course
Quelle	In: International Education Studies, 6 (2013) 7, S.176-188 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Critical Thinking; Females; College Students; Pretests Posttests; College Freshmen; Business Administration Education; Computer Science Education; Interior Design; Teaching Methods; Problem Solving; Persuasive Discourse; Information Sources; Prediction; Instructional Effectiveness; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Weibliches Geschlecht; Collegestudent; Studienanfänger; Computer science lessons; Informatikunterricht; Raumgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Persuasion; Persuasive Kommunikation; Information source; Informationsquelle; Vorhersage; Unterrichtserfolg; Saudi-Arabien
Abstract	Teaching critical thinking, an educational goal widely discussed in the last 30 years (Halpern, 1993), is an essential element of professional and higher education as it promotes reasoned judgments under "conditions of uncertainty," a hallmark of professionalism (Levine, 2010; Shulman, 2005; Perry, 1970). In this study, the researchers present the implications of teaching CT in a course format in a Saudi private university that is preparing female professionals for the workforce. The course is taught as part of the general education requirements in the freshman year of study. Female students in the fields of business, computer sciences, and interior design participated in a CT pre-test/post-test sequence given at strategic times throughout the semester. The data illustrate significant improvement in the area of argument identification and analysis, but moderate to low improvement in the other markers of critical thinking. The results not only reflect course instruction as well as other external factors. The study suggests and recommends that in order for students to be critical thinkers, critical thinking would ideally be embedded or integrated throughout the students' academic career, not just in one, stand-alone course. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01