Collaborative learning supported by rubrics improves critical thinking

  1. Saiz Sanchez, Carlos 1
  2. Fernandez Rivas, Silvia
  3. Olivares Moral, Sonia
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Aldizkaria:
Journal of the Scholarship of Teaching and Learning

ISSN: 1527-9316

Argitalpen urtea: 2014

Orrialdeak: 10-19

Mota: Artikulua

DOI: 10.14434/JOSOTL.V15I1.12905 GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Journal of the Scholarship of Teaching and Learning

Garapen Iraunkorreko Helburuak

Laburpena

In previous works we developed and assessed a teaching program,ARDESOS v.1, with which we aimed to improve the fundamentalskills of critical thinking. The results obtained were positive, but modest. After analyzing the limitations of the program we introduced certain modifications and assessed thenew version. The changes involveddesigning the activities programmed by means of rubrics and making the students performthem withless direct orientation from the instructor. Insum specificity and initiative proved to be the key variables in the improved program,ARDESOS v.2. Based onthedata collected we have seena significant improvement of the new version over the old one in the following aspects: a) version 2 improved all the fundamental dimensions, mainlyin thepre-and post-testmeasurements,to a significant extent (Student’s t test); b) the effect size (Cohen’s d) was significantly higher, and finally c) these improvements in the program elicited better performance. Accordingly, an improvement in critical thinking can be achieved via an instruction design that addressesthe factors that really induce change. Currently, with these results we have been successful in addinga new improvement to the instruction, which we havere-evaluated.

Erreferentzia bibliografikoak

  • Almeida,L (2013). Ajustamento e sucesso acadêmico no Ensino Superior : Um roteiro para a avaliação das suas dimensões psicológicas. IV Congresso Brasileiro de Avaliação Psicológica. Maceio 4-7 de Junio de 2013.
  • Cohen,J.(1988).Statistical power analysis for the behavioral sciences (2nd ed.).Hillsdale, NJ: Erlbaum.
  • Olivares, S., Saiz, C. &Rivas, S.F. (2013). Encouragement for thinking critically.Electronic Journal of Research in Educational Psychology, 11(2), 367-394.doi: 10.14204/ejrep.30.12168
  • Saiz, C., Rivas, S.F., & Olivares, S.Journal of the Scholarship of Teaching and Learning, Vol. 15, No. 1, February 2015.josotl.indiana.edu19Rivas, S.F. &Saiz, C. (2012). Validación y propiedades psicométricas de la prueba de pensamiento crítico PENCRISAL [Validation and psychometric properties of the test of critical thinking PENCRISAL]. Revista Electrónica de Metodología Aplicada,17(1), 18-34.
  • Saiz, C. (2013). Pensamiento crítico como reto personal y social. Palestra en el ProgramadePos-graduaçao Stricto Senus en Psicología da Universidade Sao Franciso. 13 de Novembro, 2013. Itativa, Sao Paulo (Brasil).
  • Saiz, C. &Rivas, S.F. (2008). Evaluación del pensamiento crítico: una propuesta para diferenciar formas de pensar [Assessment of critical thinking: a proposal to distinguish ways of thinking]. Ergo, Nueva Época, 22-23(marzo-septiembre), 25-66.
  • Saiz, C. &Rivas, S.F. (2011). Evaluation of the ARDESOS program: an initiative to improve critical thinking skills.Journal of the Scholarship of Teaching and Learning, 11(2),34-51.
  • Saiz, C. &Rivas, S.F. (2012). Pensamiento crítico y aprendizaje basado en problemas [Critical thinking and problem-based learning]. Revista de Docencia Universitaria, 10(3), 325-346.