This paper puts forth an application of movies into the economics curriculum. Seminar courses focusing on critical thinking skills serve as an ideal environment to integrate movie themes into the curriculum. Employing movies as an alternate to chalk and talk can stimulate student interest in economic issues and provide imagery that facilitates retention and long-term memory. The explicit example described in this study is derived from a critical thinking in economics course with a general theme of corporate governance, ethics, and society. Preliminary experiences of the authors have been very positive with respect to both student satisfaction and learning outcomes.
Critical thinking is often seen as a universal goal of higher education but is seldom confirmed as an outcome. This study was conducted to determine whether an introductory level college leadership course that encouraged active learning increased critical thinking skills. A pre- and post-assessment of critical thinking skills was conducted using the Watson-Glaser Critical Thinking Appraisal. Significant increases were found in the Deduction and Interpretation subtests, and total Critical Thinking. Student engagement in active learning techniques within the context of studying interpersonal skills for leadership appeared to increase critical thinking.
While Cal Poly Pomona attracts some of the brightest pupils in the Cal State University system, students there came in dead last on a test designed to measure improvement in critical thinking. Students took the test as freshmen and then took it again as seniors. And while many schools keep the scores confidential, the Cal State University system publishes the results.
Chess is more than just a game in one Roanoke County classroom. The 5- and 6-year-old students in Karin Carneal's kindergarten class at Mount Pleasant Elementary School are learning to play the strategic board game in an effort to build critical-thinking and problem-solving skills.
This article explains and analyzes the practical application of the Socratic method in the context of inmate education, and identifies core critical thinking elements that emerge from four transcribed Socratic discussions with prison inmates. The paper starts with a detailed examination of the stages of the Socratic method as practiced by the historical Socrates, and then provides a definition and an explanation of critical thinking. The reader is then guided through an in-depth analysis of transcriptions of Socratic conversations with inmates, and is shown both how these conversations fit into a Socratic template, and which of the core critical thinking elements is most prominent in each discussion.
Critical thinking is a vital skill for higher education students. The Virtual Exchange was created by the authors to provide instructors with a unique approach to helping students enhance their critical thinking skills. Pilot data were collected from three universities where instructors used Virtual Exchange scenarios in their courses in different ways. Results showed significant differences in students' scores on a critical thinking measure before and after exposure to the scenarios. Implications are discussed.
IN A BOOK published this week, authors Richard Arum and Josipa Roska report on a study they conducted in which a large group of college students was followed for four years. The results are startling: A large number - more than a third - of the graduates aren't learning. Majors in the traditional liberal arts fields - social science, humanities, natural science and math -had higher gains in critical thinking, complex reasoning and writing skills than those majoring in business, education, social work and communications.
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