The experimental class outperformed the control class on five of six critical thinking indicators, but the control class scored higher on asking and answering questions that require a reason¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the based clarification indicators the experimental class was higher on focus on the question and analyze the reasons, while the control class was above the experimental class on ask and answer questions that require a reason. → Desi Anggrianto 2016 q3 i? The make a judgement indicator reached the very critical criterion in the experimental class (8.94) versus critical in the control class (7.77). → Desi Anggrianto 2016

Evidence¶

Desi Anggrianto 2016¶

Desi Anggrianto, Madziatul Churiyah, Mohammad Arief. (2016). Improving Critical Thinking Skills Using Learning Model Logan Avenue Problem Solving (LAPS)-Heuristic. Journal of Education and Practice, Vol.7, No.9. https://eric.ed.gov/?id=EJ1095745

q3 · i? · causal · r1

Indicator-level analysis of the post-test (Table 6) in the same quasi-experiment. Experimental means: focus on questions 7.00, make deduction 7.36, make induction 6.13, analyze the reasons 6.50, make a value judgement 8.94; control means 5.00, 5.13, 4.01, 5.65, 7.77. The authors note "the control class is above the experimental class" on the questioning indicator.

"However, it cannot be de nied that the indicators ask and answer questions t hat require reason the control class is above the experimental class."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Students taught with the LAPS-Heuristic model show higher critical thinking skills than students taught conventionally on demand and supply material in vocational economics — related
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — a broader claim this one bears on
• Evaluative questions elicit more historical reasoning than explanatory questions — related
• Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth — related