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

Revista:
Journal of the Scholarship of Teaching and Learning

ISSN: 1527-9316

Año de publicación: 2014

Páginas: 10-19

Tipo: Artículo

DOI: 10.14434/JOSOTL.V15I1.12905 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Journal of the Scholarship of Teaching and Learning

Resumen

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.

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