Critical Thinking Activities in Florida Undergraduate Biology Classes Improves Comprehension of Climate Change

Autor/inn/en	Young, Sheila A.; Newton, Amanda R.; Fowler, Samantha R.; Park, Joo
Titel	Critical Thinking Activities in Florida Undergraduate Biology Classes Improves Comprehension of Climate Change
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.184-195 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877785
Schlagwörter	Critical Thinking; Undergraduate Students; Biology; Climate; Public Colleges; Science Curriculum; Problem Solving; Environmental Education; Activism; Florida + Suchen Sie Ihr Suchwort? Kritisches Denken; Biologie; Klima; Problemlösen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Aktivismus; Politischer Protest
Abstract	This research shows that employing critical thinking (problem-solving and scientific reasoning) skills when learning about climate change helped undergraduate biology students to understand the subject matter better. In this post hoc analysis of pre- and post-test scores from a public Florida undergraduate college, we identified significant results, with medium effect sizes, for a critical thinking treatment to help undergraduates tie together concepts on climate change in introductory biology classes. Age was determined not to be a significant factor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01