Drill-based, exam-oriented teaching environments are associated with negative thinking dispositions such as indifference, bias and negligence¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that learning environments filled with drill questions and memorization practice lower-order thinking and foster negative dispositions, and reports that control students exhibited indifference, intolerance, close-mindedness and disinclination towards reasoning. → Norazlinda Mohd Darby & Abdullah Mat Rashid 2017

Evidence¶

Norazlinda Mohd Darby & Abdullah Mat Rashid 2017¶

Norazlinda Mohd Darby & Abdullah Mat Rashid. (2017). Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing. Journal of Education and Learning, 6(3). https://doi.org/10.5539/jel.v6n3p305

q1 · i? · causal · r1

Theoretical argument and authors' interpretation, not a tested result: the article asserts that drill and memorization environments hinder higher-order thinking and cultivate negative dispositions. The conclusion adds that control students exhibited indifference, intolerance, close-mindedness and disinclination towards reasoning.

"Higher-order thinking is hindered if the learning environment is only filled with activities such as answering drill questions and memorizing facts. The students not only practice lower-order thinking but also negative thinking dispositions such as negligence, indifference and bias."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Infusing higher-order thinking skills into Engineering Drawing instruction produced significantly higher critical thinking disposition than conventional drill-based teaching after 8 weeks — reports the opposite
• HOTS-oriented teaching improves disposition towards critical thinking subscales including truth-seeking, open-mindedness, self-confidence, and maturity — reports the opposite
• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — related
• Effects of implicit strategies (higher-order questioning, concept mapping, discussion) on CT are inconclusive, with domain-specific gains that fail to transfer — related
• Problem-based learning shows a small but significant pooled advantage over lecture-based learning in dental education (SMD = 0.33) — related
• Instructional designers employ teaching activities such as self-reflection, authentic learning, and collaborative work to foster dispositions, but application is inconsistent — related