Proportions of significant CT gains vary by instructional approach, but approach alone does not determine effectiveness¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Four of five (80%) general-approach studies reported significant CT improvement versus half of immersion studies, but counts for general and mixed approaches are small. → 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 descriptive categorization of 33 studies by approach reports 80% of general-approach studies (n=4) and 67% of mixed (n=2) versus 56% of infusion (n=5) reported significant CT gains; half of immersion studies did. The review cautions these proportions should be interpreted with caution due to small study counts.

"the majority of the studies which employed the general approach reported significant student CT improvement (n=4, 80%). In the second and third place are studies that adopted the mixed (n=2, 67%) and the infusion (n=5, 56%) approaches"

Discussion¶

Related Claims¶

• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — the general claim this finding bears on, with the studies behind it
• Effectiveness of CT instruction varies with year level: first-year students benefited most under general or infusion approaches — related
• Immersive technologies are rarely adopted in robotics GBL/gamification but studies using them report heightened engagement, improved spatial reasoning, and enhanced perceived realism — related
• Critical thinking improvement differed by proficiency level: high-level students gained 18%, intermediate 12%, and low-level 8%, with asymmetric feedback adaptation — related
• The type of CT measure employed (standardized vs. non-standardized; item format) influences evaluation of intervention effectiveness — related
• GBL and gamified approaches show comparable rates of quantifiable learning gains and affective outcomes in robotics education — related