Literaturnachweis - Detailanzeige
| Autor/inn/en | Gadzella, Bernadette M.; und weitere |
|---|---|
| Titel | Differences among Course Grade Groups on Critical Thinking. |
| Quelle | (1996), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; College Freshmen; College Preparation; Critical Thinking; Grades (Scholastic); Higher Education; Predictive Measurement; Problem Solving; Productive Thinking; Secondary Education; Thinking Skills; Watson Glaser Critical Thinking Appraisal |
| Abstract | This study compared critical thinking skills of 98 college freshmen as measured by the Watson-Glaser Critical Thinking Appraisal instrument during their first week in the course with their final grades in a freshman course. Results indicated that there were significant differences among the three groups on the three subtests of Inference, Recognition of Assumptions, and Evaluation of Arguments. On Inference and Evaluation of Arguments, A students had significantly higher scores that C students; on Recognition of Assumptions, A and B students scored significantly higher than C students. On the total critical thinking score, A students' scores were significantly higher than B and C students, and B students' scores were significantly higher than C students. Findings support the importance of teaching critical thinking skills at the middle and high school levels, in preparation for college work. (Author/NAV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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