Yuan?Hsuan Lee
Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy
National Tsing Hua University
premised web 20 technology current study investigated effect facilitating critical thinking using collaborative questioning reading answering checking cqrac collaboration script university students science reading literacy flipped learning conditions participants 85 taiwanese university students recruited two introductory educational psychology courses groups formed affinity grouping randomly assigned collaborative learning conditions without cqrac script support groups received direct introduction critical thinking given assigned reading class results study showed direct instruction critical thinking may immediate effect science reading literacy groups moreover effect cqrac collaboration script contingent upon time gender moderation test formats students followed cqrac script performed better delayed advanced multiplechoice items control group cqrac script helped eliminate gender gap immediate delayed total mc delayed basic mc males demonstrated higher scores females higher prior knowledge predicted better scores delayed basic mc well immediate delayed constructedresponse items findings imply providing structure university students flipped collaborative science reading sustained effect learning likely think questions discussed partners try find answers questions discuss findings reading content friends reread shared online note article result suggest use cqrac collaboration script facilitate students critical thinking enhance selfdirected learning flipped learning conditions