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Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes

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Title: Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes
Language: English
Authors: Burke, Brian L., Sears, Sharon R., Kraus, Sue, Roberts-Cady, Sarah
Source: Teaching of Psychology. Jan 2014 41(1):28-36.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Thinking, Comparative Analysis, Psychology, Philosophy, Thinking Skills, Beliefs, Undergraduate Students, Change, Pretests Posttests
Assessment and Survey Identifiers: Watson Glaser Critical Thinking Appraisal
DOI: 10.1177/0098628313514175
ISSN: 0098-6283
Abstract: This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal phenomena at the end of the semester compared to other psychology students. Only philosophy students improved on the Watson-Glaser Critical Thinking Appraisal. The Watson-Glaser may not fully measure CT emphasized in psychology, but psychology instructors can still effectively teach students to examine their own beliefs and think differently in their daily lives. Differentiated assessment of CT is important as instructors evaluate student learning against specific goals.
Abstractor: As Provided
Number of References: 56
Entry Date: 2014
Accession Number: EJ1020621
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal phenomena at the end of the semester compared to other psychology students. Only philosophy students improved on the Watson-Glaser Critical Thinking Appraisal. The Watson-Glaser may not fully measure CT emphasized in psychology, but psychology instructors can still effectively teach students to examine their own beliefs and think differently in their daily lives. Differentiated assessment of CT is important as instructors evaluate student learning against specific goals.
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      – SubjectFull: Pretests Posttests
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