How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition

Autor/inn/en	Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K.
Titel	How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition
Quelle	In: Studies in Higher Education, 40 (2015) 10, S.1786-1807 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.914911
Schlagwörter	Critical Thinking; Classroom Techniques; Instructional Effectiveness; Longitudinal Studies; Student Surveys; National Surveys; Liberal Arts; Cognitive Development; Learning Strategies; Thinking Skills; Transformative Learning; Integrated Activities; Undergraduate Students; Predictor Variables; Models; Student Development; Learner Engagement; College Freshmen; College Seniors; National Survey of Student Engagement; Need for Cognition Scale + Suchen Sie Ihr Suchwort? Kritisches Denken; Klassenführung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerbefragung; Kognitive Entwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Denkfähigkeit; Pädagogische Transformation; Integrierender Unterricht; Prädiktor; Analogiemodell; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches to learning. The findings suggest that for one cognitive outcome, need for cognition, a substantial part of the effect of clear and organized instruction is significantly transmitted by all three dimensions of deep learning: higher-order learning, reflective learning, and integrative learning. This overall trend was not statistically significant for critical thinking, although the impact of clear and organized instruction on growth in critical thinking skills was significantly mediated through one dimension of deep approaches to learning--reflective learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01