Teaching Critical Thinking in Psychology: A Handbook of Best Practices

(ff) #1

Janet E. Kuebli et al.


146


perspectives on a prescriptive issue, and to identify and weigh relevant empirical evidence


in the psychological literature that can inform their understanding of the problem and its


possible solutions. Finally, students are charged with the task of generating their own


“best” collective solution.


In this class, it is important that the project is an active, inquiry-style group learning


activity in order to challenge students’ assumptions that CT is always a solitary thinking


endeavor. Since the projects call for collaborative CT, we take class time to discuss their


group project gripes and techniques for more effective teamwork. We also review strategies


for building critically informed and reasoned consensus, such as discussing roles, permit-


ting everyone to express their view, checking for consensus, listening, and using conflict


resolution techniques.


A brief overview of the capstone project follows. Students begin by individually finding


newspaper articles on prescriptive psychology-related topics and issues (e.g., whether or


not personality tests should be used in personnel hiring decisions, or whether high impact


sports should be encouraged or discouraged in youth). Students assigned to teams then


pool articles, select topics, and get instructor approval before proceeding. The next step is


to demonstrate comprehension of the core issue by writing a problem statement abstract.


The team then gathers empirical evidence related to the problem, thus ensuring that stu-


dents can link their topic to psychology. This important step also orients them to the


objective of recommending scientifically informed solutions.


Teams also conduct interviews with people from the community who are affected by


the problem or involved in its solutions. This activity increases the likelihood that students


will encounter perspectives other than their own and usually awakens them to the true


complexity of the issue at hand. After analyzing and evaluating the evidence they have


collected from the empirical literature and their interviews, students form inferences,


apply knowledge, synthesize new solutions, and reach consensus about the wisest solution


or course of action. Specifically, at the end of the semester, they formulate a scientifically


grounded action plan. They produce a team poster summarizing the problem and their


recommendations. These posters are proudly displayed at our annual departmental


undergraduate symposium, and symposium judges’ ratings become part of our annual


departmental assessment. Students also submit an individually written report that is


assessed in terms of its demonstration of their ability to consider multiple perspectives and


detect fallacies in those perspectives, to think logically and use evidence, to synthesize


novel solutions, and to communicate clearly.


The role of the capstone instructor is that of facilitator, consultant, and cheerleader.


Essentially, the instructor serves as “metacognitive” ally and coach. This is appropriate in


a capstone course where students’ own active learning efforts should be center stage.


Typically, the challenges of teaching include managing senior burnout, countering passive


learning habits, helping teams make their projects more concrete, empowering students to


be more resourceful, and managing team dynamics. By the end of the semester, students


comment on how their initial assumptions about their topics were challenged and how


dramatically their thinking has changed.


This capstone experience presents students with complex situations in which they


must actively contribute to teaching themselves as well as others about how to create


practical solutions to novel, real-world problems. The project strives to exercise and

Free download pdf