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A Web-Based Critical Thinking Module
now (M = 4.70, SD = .46) compared with before (M = 4.12, SD = .98), t(59) = −5.20,
p < .001; knowledge of the scientific method now (M = 4.48, SD = .73) compared with
before (M = 3.70, SD = 1.13), t(59) = −7.18, p < .001; and knowledge of critical thinking
now (M = 4.77, SD = .43) compared with before (M = 3.85, SD = .94, t(58) = −7.83,
p < .001. Thus students reported that their confidence in the use and knowledge of critical
thinking and the scientific method was better after than before the module, suggesting
that the module was effective in meeting its goals.
Conclusion
The results of this assessment show that students’ confidence in the use and knowledge of
critical thinking and the scientific method improved as a result of the module. I invite
readers to visit the module online and adapt its material and format for their own class-
room uses. Of course, these data were self-reported and need to be interpreted as such.
Nonetheless, there appear to be significant gains in confidence in the use and knowledge
of critical thinking and the scientific method. Future research should focus on the effec-
tiveness of the module in improving students’ use of critical thinking in the course.
There is some evidence to show that critical thinking skills can be improved by pro-
viding learning experiences about critical thinking early in a course (Nathanson et al.,
2004). Coupled with the evidence that students with a science background perform
better in an introductory psychology course than students with an arts background
(Yanchar & Slife, 2004), it is worthwhile to suggest that modules such as this one be
available for students early in the course. Such an activity can, among other things,
frame the course for students and instructors and foster the use of critical and scientific
thinking.
References
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