Your name

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Title Your name Brian L. Burke Psychology
Department, Fort Lewis College, Durango, CO
Introduction This study examined the efficacy of brief modules designed to encourage critical thinking (CT) in psychology classes as well as a semester-long critical thinking course. Prior research has measured changes in critical thinking (CT) in the classroom in 3 ways (1) Content-specific critical thinkingSeveral studies show that psychology courses designed to teach CT do improve content-specific CT abilities (rs .31 to .60 Bensley et al., 2010 McLean Miller, 2010 Penningroth et al., 2007). (2) Critical thinking as a general ability The most widely used evidence-based measure of CT is the Watson-Glaser Critical Thinking Appraisal (WGCTA Watson Glaser, 2006). Overall, teaching can boost students WGCTA scores, but effects are small (i.e., rs below .25 Cohen, 1992), even after years of problem-based curricula in nursing or medical schools (Frye et al., 1999 Sandor et al., 1998). (3) Specific beliefs such as in paranormal phenomena Paranormal phenomena range from alien encounters and life after death to psychic powers and the Loch Ness monster (e.g., Tobacyk, 2004). Three studies showed reductions in paranormal beliefs as a result of teaching (rs .22 to .63 Banziger, 1983 Manza et al., 2010 McLean Miller 2010). Study Goals The goal of our study was to see whether we could teach undergraduate psychology students CT via ten brief modules or a full-semester course, and to examine whether CT abilities differed for students across stages of the psychology major. Our primary aim was to gauge progress in students abilities to apply CT to their lives within and beyond the classroom. Procedure We designed weekly 15-minute CT modules for one section each of Introduction to Psychology, Research Methods, and Senior Seminar, with a concurrent section of each class serving as a matched control group. The first author (BLB) designed a stand-alone full-semester 4-credit course called Critical Thinking in Psychology. Participants completed the WGCTA pre- and post-semester (with CT use inventory added post-test, and Revised Paranormal Belief Scale, Tobacyk, 2004, added in 4-credit course). Participants 103 undergraduates (67 female Age M 21.28, SD 5.03 54 psych majors) in one of 7 psychology sections of Introduction to Psychology, Research Methods, Senior Seminar, or a new Critical Thinking in Psychology course developed for this study. Figure 1 CT class reported highest CT use post semester Table 1 Neither CT intervention boosted WGCTA scores for general CT ability pre to post semester ________________________________________________ Condition n Pre M (SD) Post M (SD) ________________________________________________ Controls 44 24.59 (5.59) 25.73 (5.92) CT Modules 46 25.28 (4.71) 24.22 (5.49) CT Class 12 25.17 (4.76) 24.33 (5.88) Total 102 24.97 (5.08) 24.88 (5.72) ________________________________________________ Note. WGCTA max score 40. Control groups Intro, Research Methods, Senior Seminar CT Modules Weekly 15-minute sessions on critical thinking CT Class Semester-long course dedicated to critical thinking. Figure 2 CT class significantly reduced paranormal beliefs pre to post semester Results CT class reported the highest use of CT post-semester compared to CT module or control groups (Figure 1 Bonferroni, ps .007, partial r .32). Neither CT intervention significantly boosted students CT pre- to post-semester or versus comparison psychology courses (Table 1). CT class significantly decreased paranormal beliefs pre- to post-test (Figure 2 pre-test M 89.97, SD 38.09 post-test M 63.9, SD 21.04 F (1, 9) 7.24, p .02, partial r .67). On cross-sectional analysis, students WGCTA scores were higher across the curriculum from to junior- to senior-level required coursework (Senior Seminar M 27.65, SD 5.33 Methods M 24.08, SD 4.61 t (42) 2.38, p .02, r .34). PREDICTORS OF CT Self-reported political affiliation accounted for about 9 of the variance in post-test WGCTA scores Political Independents scored significantly higher than Republicans. Self-reported atheists and students with higher overall GPAs were significantly more likely to have CT gains throughout the semester than students who reported being Christians/Other Religions or those with lower GPAs. Conclusions Good news 1. Content-specific paranormal beliefs can change 2. General CT self-reported use can change Bad news It is very hard to change general CT ability!
Introduction This study examined the efficacy of brief modules designed to encourage critical thinking (CT) in psychology classes as well as a semester-long critical thinking course. Prior research has measured changes in critical thinking (CT) in the classroom in 3 ways (1) Content-specific critical thinkingSeveral studies show that psychology courses designed to teach CT do improve content-specific CT abilities (rs .31 to .60 Bensley et al., 2010 McLean Miller, 2010 Penningroth et al., 2007). (2) Critical thinking as a general ability The most widely used evidence-based measure of CT is the Watson-Glaser Critical Thinking Appraisal (WGCTA Watson Glaser, 2006). Overall, teaching can boost students WGCTA scores, but effects are small (i.e., rs below .25 Cohen, 1992), even after years of problem-based curricula in nursing or medical schools (Frye et al., 1999 Sandor et al., 1998). (3) Specific beliefs such as in paranormal phenomena Paranormal phenomena range from alien encounters and life after death to psychic powers and the Loch Ness monster (e.g., Tobacyk, 2004). Three studies showed reductions in paranormal beliefs as a result of teaching (rs .22 to .63 Banziger, 1983 Manza et al., 2010 McLean Miller 2010). Study Goals The goal of our study was to see whether we could teach undergraduate psychology students CT via ten brief modules or a full-semester course, and to examine whether CT abilities differed for students across stages of the psychology major. Our primary aim was to gauge progress in students abilities to apply CT to their lives within and beyond the classroom. Procedure We designed weekly 15-minute CT modules for one section each of Introduction to Psychology, Research Methods, and Senior Seminar, with a concurrent section of each class serving as a matched control group. The first author (BLB) designed a stand-alone full-semester 4-credit course called Critical Thinking in Psychology. Participants completed the WGCTA pre- and post-semester (with CT use inventory added post-test, and Revised Paranormal Belief Scale, Tobacyk, 2004, added in 4-credit course). Results CT class reported the highest use of CT post-semester compared to CT module or control groups (Figure 1 Bonferroni, ps .007, partial r .32). Neither CT intervention significantly boosted students CT pre- to post-semester or versus comparison psychology courses (Table 1). CT class significantly decreased paranormal beliefs pre- to post-test (Figure 2 pre-test M 89.97, SD 38.09 post-test M 63.9, SD 21.04 F (1, 9) 7.24, p .02, partial r .67). On cross-sectional analysis, students WGCTA scores were higher across the curriculum from to junior- to senior-level required coursework (Senior Seminar M 27.65, SD 5.33 Methods M 24.08, SD 4.61 t (42) 2.38, p .02, r .34). PREDICTORS OF CT Self-reported political affiliation accounted for about 9 of the variance in post-test WGCTA scores Political Independents scored significantly higher than Republicans. Self-reported atheists and students with higher overall GPAs were significantly more likely to have CT gains throughout the semester than students who reported being Christians/Other Religions or those with lower GPAs. Conclusions Good news 1. Content-specific paranormal beliefs can change 2. General CT self-reported use can change Bad news It is very hard to change general CT ability!

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