Using a Pseudoscience Activity to Teach Critical Thinking

Autor/inn/en	Adam, Aimee; Manson, Todd M.
Titel	Using a Pseudoscience Activity to Teach Critical Thinking
Quelle	In: Teaching of Psychology, 41 (2014) 2, S.130-134 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314530343
Schlagwörter	Critical Thinking; Active Learning; Television Commercials; Scientific Attitudes; Misconceptions; Class Activities; Classroom Techniques; Instructional Effectiveness; Pretests Posttests; College Students; Statistical Analysis; Introductory Courses; Psychology + Suchen Sie Ihr Suchwort? Kritisches Denken; Aktives Lernen; Missverständnis; Klassenführung; Unterrichtserfolg; Collegestudent; Statistische Analyse; Einführungskurs; Psychologie
Abstract	In two studies, we assessed the effectiveness of a classroom activity designed to increase students' ability to think critically. This activity involved watching and discussing an infomercial that contained pseudoscientific claims, thus incorporating course material on good research design and critical thinking. In Study 1, we used a pretest-posttest design. After the activity, students were significantly more likely to correctly identify flaws in a series of claims. In Study 2, we compared the effectiveness of this activity to a traditional lecture. Participation in the activity was more effective at increasing students' ability to critically evaluate claims than the lecture. These results suggest that short-term interventions to increase critical thinking can be successful and can be made interesting for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10