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Is Truthiness Enough? Classroom Activities for Encouraging Evidence-Based Critical Thinking

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Title: Is Truthiness Enough? Classroom Activities for Encouraging Evidence-Based Critical Thinking
Language: English
Authors: Kraus, Sue, Sears, Sharon R., Burke, Brian L.
Source: Journal of Effective Teaching. 2013 13(2):83-93.
Availability: Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Peer Reviewed: Y
Page Count: 11
Publication Date: 2013
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Class Activities, Evidence Based Practice, Critical Thinking, College Students, High School Students, Skill Development, Learning Modules, Teaching Methods, Video Technology, Persuasive Discourse, Debate, Homework, Assignments, Controversial Issues (Course Content), Beliefs, Science Process Skills, Bias, Instructional Effectiveness
ISSN: 1935-7869
Abstract: Teaching students how to think critically and develop lifelong habits of evidence-based inquiry outside of the classroom is a primary goal for educators today. This paper describes nine activities designed to promote evidence-based critical thinking in college or high school classrooms in any discipline. We have developed a seven step process for critical thinking, with teaching modules designed to build skills in these steps in an engaging, active way. The modules involve a variety of teaching methods, including use of video, discussion, debate, and homework assignments. We begin with fun, engaging, less emotionally-laden topics such as toys that claim to read brain waves or pictures of ghosts and then progress to more serious topics such as use of medical marijuana and racial profiling in airports. The modules were designed to stimulate interest in our students and could easily be modified to encourage students to think more deeply about current issues in the news or local community. There is evidence that these modules can increase motivation to think critically outside the classroom (Burke, Sears & Kraus, 2012) and help students evaluate their own belief systems (Burke, Sears, Kraus, & Roberts-Cady, in press). Further, we report on data suggesting that, when combined with deductive reasoning activities, these modules can boost students' critical thinking skills.
Abstractor: As Provided
Number of References: 34
Entry Date: 2016
Accession Number: EJ1092143
Database: ERIC
FullText Text:
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  Data: Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
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– Name: Abstract
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  Data: Teaching students how to think critically and develop lifelong habits of evidence-based inquiry outside of the classroom is a primary goal for educators today. This paper describes nine activities designed to promote evidence-based critical thinking in college or high school classrooms in any discipline. We have developed a seven step process for critical thinking, with teaching modules designed to build skills in these steps in an engaging, active way. The modules involve a variety of teaching methods, including use of video, discussion, debate, and homework assignments. We begin with fun, engaging, less emotionally-laden topics such as toys that claim to read brain waves or pictures of ghosts and then progress to more serious topics such as use of medical marijuana and racial profiling in airports. The modules were designed to stimulate interest in our students and could easily be modified to encourage students to think more deeply about current issues in the news or local community. There is evidence that these modules can increase motivation to think critically outside the classroom (Burke, Sears & Kraus, 2012) and help students evaluate their own belief systems (Burke, Sears, Kraus, & Roberts-Cady, in press). Further, we report on data suggesting that, when combined with deductive reasoning activities, these modules can boost students' critical thinking skills.
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  Data: EJ1092143
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      – Text: English
    PhysicalDescription:
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        PageCount: 11
        StartPage: 83
    Subjects:
      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Critical Thinking
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      – SubjectFull: College Students
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      – SubjectFull: High School Students
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      – SubjectFull: Skill Development
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      – SubjectFull: Learning Modules
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Science Process Skills
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      – SubjectFull: Bias
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Is Truthiness Enough? Classroom Activities for Encouraging Evidence-Based Critical Thinking
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