Introduction
Background
Research
References
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INTRODUCTION
The task of generating a scientifically literate citizenry is a primary goal of general education science programs in universities across the country. Explicit attention to the relationship between critical thinking and civic thinking, however, is seldom evident in undergraduate curricula. This project addresses that interrelationship and identifies the pedagogical practices that advance student learning in these areas. Faculty from four metropolitan higher education institutions (Central Connecticut State University, Portland State University, University of Akron, and Wagner College) formed a consortium, formally titled (CT)2: Critical Thinking for Civic Thinking. In an effort to improve student critical and civic thinking skills we developed a series of (CT)2 exercises, that presented scenarios of realistic community situations, followed by one question that required critical thinking and one that required civic thinking. The scenarios were purposely ambiguous and aimed to present scientific dilemmas and civic problems.
The Critical Thinking for Civic Thinking (CT)2 project was implemented in two stages. In the first stage, participating instructors incorporated (CT)2 exercises in their courses. These exercises consisted of open-ended scenarios that required students to apply scientific reasoning and develop a civic action plan. Pre- and post-course (CT)2 exercises were scored by an external assessment team. Students’ critical thinking skills were scored using the Structure of Observed Learning Outcomes (SOLO) taxonomy, which describes stages of increasing organization and integration of knowledge. Students’ civic thinking skills were scored using a modified version of the SOLO taxonomy, which was specifically created for this study. In addition, students completed a questionnaire to collect data on their views on science, the course content, the use of the exercises, and their motivation to learn science. Instructors also completed questionnaires that identified aspects of their pedagogies.
The second stage of this project consisted of an experimental design that identified and tested the relative effectiveness of specific pedagogical interventions. Participating faculty met for a summer institute to review the results from the first-stage and to identify the practices that enhance student learning. Participants at the summer institute devised an experimental protocol to test the most salient independent variable (or variables) in improving student learning.
The principal objectives or the research were:
- Objective 1: Use common instruments to assess students’ critical and civic thinking skills in introductory science courses at four institutions.
- Objective 2: Identify pedagogical strategies for improving students’ critical and civic thinking abilities.
- Objective 3: Identify interconnections in the teaching and learning of critical and civic thinking.
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