Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper)¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A framework paper states, citing Driscoll (2000) and Michel, Cater, and Varela (2009), that active and collaborative approaches encourage student-peer interactions and promote higher-order thinking and complex reasoning. → Walls 2016

Evidence¶

Walls 2016¶

Walls, J. K. (2016). A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning. Journal of the Scholarship of Teaching and Learning, 16(2). https://doi.org/10.14434/josotl.v16i2.19217

q1 · framework paper, attributing other studies' findings · i? · no effect size · theoretical · r2

Walls (2016) is a framework paper proposing Bronfenbrenner's Process, Person, Context, Time model as a way to organise SoTL findings; it reports no study or review of its own. In the section on the Process dimension, the article attributes this finding to earlier work, stating active and collaborative approaches "promote higher-order thinking and complex reasoning". It also notes some studies suggest benefits of student-led over teacher-led discussions (Yoder & Hochevar, 2005).

"Active and collaborative approaches encourage student-peer interactions and promote higher-order thinking and complex reasoning (Driscoll, 2000; Michel, Cater, & Varela, 2009)."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Collaborative Learning Improves Outcomes — the general claim this finding bears on, with the studies behind it
• Cooperative Learning Improves Achievement — related
• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
• A descriptive report defines peer assisted learning and asserts, without a tested result, that it promotes knowledge construction, collaboration ability and interpersonal interaction — related
• Peer Discussion Improves Conceptual Understanding — related
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related
• Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development — related
• Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth — a narrower finding that bears on this claim
• Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners — a narrower finding that bears on this claim
• Existing approaches to evaluating higher education and school learning environments fall short when judged against contemporary approaches to teaching and learning — related
• Collingwood's ideas about how historical knowledge is produced offer teachers sound reasons for using constructivist approaches in their classrooms — a narrower finding that bears on this claim