Fostering Critical Thinking in a First Year Seminar Course

Details Fostering Critical Thinking in a First Year Seminar Course Fostering Critical Thinking in a First Year Seminar Course

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20914815b&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #148.15; Bulletin of the American Astronomical Society,

Astronomy and Astrophysics

Astronomy

Scientific paper

How does one engage first year students in a case-based seminar on ethics and science, and more importantly, how does one foster critical thinking in such a course? Most educators will agree that one of the most important goals of any course is to improve our students’ critical thinking skills. To get some baseline data on the critical thinking skills the students bring into the university as well as their growth through the semester, we adapted the rubric developed by the Washington State University Critical Thinking Project1 and used it to score papers written by students in the Ethics in Science course the first time it was taught. Based on those data, new assignments were written for the second iteration of the course. Data from both the first and second iterations will be presented.
1www.wsuctproject.wsu.edu

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