Strategies for Teaching Students to Think Critically

By Philip C. Abrami, Robert M. Bernard, Eugene F. Borokhovski, David I. Waddington, C. Anne Wade, T. J. Persson. 2015

906 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/652411c3fd70c5303249a925df5930c8ea2b36e7

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “An early meta-analysis of these critical thinking approaches indicated that immersion led to a statistically lower average effect size ( ḡ = 0.09) than the remaining approaches (Abrami et al., 2008), but a more comprehensive follow-up found no differences between them (Abrami et al., 2015).”
Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism (2016, background): “Several researchers (see Abrami et al., 2015) examined the effectiveness of CT-embedded subject matter instruction mostly by using domain-general CT tests.”
Domains and predictors of first-year student success: A systematic review (2018, background): “Abrami et al. (2015) provided deeper insight into teaching practices that foster students' critical thinking. Based on 684 articles covering different educational levels, they found that providing students with the opportunity for dialogue, exposing students to authentic problems, and providing ment”
Can science literacy help individuals identify misinformation in everyday life? (2020, background): “On average, teaching critical thinking in the context of one discipline "spills over" to general measures of critical thinking, although the effect size is small (Hedge's g = 0.3) (Abrami et al., 2015).”
A literature review of critical thinking in engineering education (2019, methodology): “The developed rubric was informed by Abrami et al. (2008); Tiruneh, Verburgh, and Elen (2014) and Abrami et al.”
Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning (2020, background): “The involvement of students in problem posing and contextual learning are the cause of the development of critical thinking (Abrami et al., 2015; Widyatiningtyas et al., 2015) and creative students (Ayllon et al.”
Educating Critical Thinkers (2016, background): “These skills are often discipline-specific, suggesting the most promising avenues for further improvement in students’ critical thinking are found within particular courses, such as science, history, or mathematics (Abrami et al., 2015; Huber & Kuncel, 2015).”