Department

Secondary and Middle Grades Education

Document Type

Article

Publication Date

1-2004

Abstract

This article compares the predictive and outcome status of a subject-specific versus a generic measure of critical thinking in a large undergraduate course. Specifically, the predictive potential of critical thinking was assessed with respect to test performance, both for tests requiring critical thinking and for those requiring only direct recall. This paper also examines the extent to which answering practice-exam questions with embedded psychological critical thinking issues produced improvement in critical thinking. The impact of the treatment on the critical thinking of students who performed well or poorly on the course tests requiring considerable application of critical thinking was assessed.

Journal

Journal of General Education

Journal ISSN

0021-3667

Volume

53

Issue

1

First Page

37

Last Page

58

Digital Object Identifier (DOI)

10.1353/jge.2004.0022

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