Peer interaction and the learning of critical thinking skills in further education students

By T. Anderson, Christine Howe, Rebecca Soden, J. Halliday, J. Low. 2001

195 citations recorded by the source corpus.

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Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies (2013, unknown): “Five studies (Anderson et al., 2001; Reed & Kromrey, 2001; Renaud & Murray, 2008; Stark, 2012; Williams et al., 2004) employed both generic and domain specific CT measures in parallel.”
Peer reviewers learn from giving comments (2011, background): “tions (Anderson et al. 2001; Graesser and Person 1994; King 1994; Palinscar and Brown 1984; Roscoe and Chi 2008; Webb 1991; Webb and Mastergeorge 2003).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “For instance, in the studies of Anderson et al. (2001) and Fung and Howe (2014), students worked together in small groups over 10 lessons on the design of projects, subsequently writing individual reports about project implementation.”
Assessing and Improving the Quality of Group Critical Thinking Exhibited in the Final Projects of Collaborative Learning Groups (2006, background): “Studies on collaborative learning indicate that it can have a positive impact on the problem-solving skills of adult learners ( Anderson, Howe, Soden, Halliday, & Low, 2001; Lochhead, 1985; Miyake, 1987).”