Effects of implicit strategies (higher-order questioning, concept mapping, discussion) on CT are inconclusive, with domain-specific gains that fail to transfer¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Practice with higher-order questions improved performance on domain-specific CT measures but did not transfer to domain-generic CT measures. → Dawit T. Tiruneh 2014

Evidence¶

Dawit T. Tiruneh 2014¶

Dawit T. Tiruneh, An Verburgh & Jan Elen. (2014). Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies. Higher Education Studies. http://dx.doi.org/10.5539/hes.v4n1p1

q2 · i? · review · r3

The review's discussion of implicit teaching strategies reports that higher-order questioning practice produced significant improvement on domain-specific CT measures, while "students were not able to transfer" those skills to novel contexts measured by domain-generic measures.

"We noticed that such practice resulted in significant improvement in measures that are closely related to the original task (domain-specific CT m easures). However, students were not able to transfer the acquired domain-specific thinking skills to novel contexts (as measured by domain-generic CT measures)."

Discussion¶

Learner Variables¶

• Domain Context — moderator: an instructional effect differs with it

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it
• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — possibly the same claim (merge candidate)
• Critical questions support competency-based science assessment by evaluating higher-order thinking, knowledge transfer and reasoning patterns beyond fact memorization — related
• Questioning Strategies Improve Learning — related
• In a qualitative study of 32 EFL teacher-education students, participants described deeper, more reflective thinking after metacognitive and critical-thinking instruction, and one reported applying it in other disciplines — related
• Retrieval Practice Improves Transfer — related
• HOTS-oriented teaching improves disposition towards critical thinking subscales including truth-seeking, open-mindedness, self-confidence, and maturity — related