The Influence of an Interdisciplinary Course on Critical Thinking Skills Metadata

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Title

  • Main Title The Influence of an Interdisciplinary Course on Critical Thinking Skills

Creator

  • Author: Elliott, Brett M.
    Creator Type: Personal

Contributor

  • Chair: Newsom, Ron
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Jackson, Steve, 1957-
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Lumsden, D. Barry
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 1999-08

Language

  • English

Description

  • Content Description: The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group. The students in the sample enrolled in college algebra and then half were randomly placed into the interdisciplinary course. A quasi-experimental pretest-posttest comparison group design was used. The Watson-Glaser Critical Thinking Appraisal was used to measure the students' critical thinking skills. This instrument consists of an overall critical thinking score as well as five subscores in the areas of Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments. It was found that the students in the interdisciplinary course made greater gains in the overall critical thinking score as well as in four of the five subscores. However, the differences in the gains made in the two courses were not statistically significant. Disregarding course, other factors that were found to be closely related to critical thinking were Composite ACT, grade received in the course, Math ACT and grade point average. It was also found that students whose majors were in the Schools of Arts and Letters or Science and Technology scored higher on critical thinking than students whose majors were in the Schools of Business or Education. Factors found to have no relationship to critical thinking were ethnicity, gender and classification.
  • Physical Description: v, 90 leaves

Subject

  • Keyword: interdisciplinary courses
  • Keyword: algebra
  • Keyword: college students
  • Keyword: critical thinking
  • Library of Congress Subject Headings: Critical thinking.
  • Library of Congress Subject Headings: Algebra -- Study and teaching (Higher)
  • Library of Congress Subject Headings: Science -- Study and teaching (Higher)

Coverage

  • Place Name: United States - Oklahoma - Bryan County - Durant
  • Coverage Date: 1998

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.
  • Rights Holder: Elliott, Brett M.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Call Number: 379 N81d no.4828
  • UNT Catalog No.: b2180659
  • Accession or Local Control No: 1002672584-elliott
  • Archival Resource Key: ark:/67531/metadc278389

Degree

  • Degree Level: Doctoral
  • Degree Grantor: University of North Texas
  • Degree Name: Doctor of Philosophy
  • Academic Department: Department of Counseling, Development and Higher Education
  • Degree Discipline: Higher Education

Note

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