Ian J. Quitadamo|Martha J. Kurtz
Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology
Central Washington University|Central Washington University
increasingly national stakeholders express concern us college graduates cannot adequately solve problems think critically set cognitive abilities critical thinking skills provide students tangible academic personal professional benefits may ultimately address concerns instructional method writing long perceived way improve critical thinking current study researchers compared critical thinking performance students experienced laboratory writing treatment experienced traditional quizbased laboratory general education biology course effects writing determined within context multiple covariables results indicated writing group significantly improved critical thinking skills whereas nonwriting group specifically analysis inference skills increased significantly writing group nonwriting group writing students also showed greater gains evaluation skills however significant addition writing prior critical thinking skill instructor significantly affected critical thinking performance whereas covariables gender ethnicity age significant improved critical thinking skill general education biology students better prepared solve problems engaged productive citizens