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- Title
STAND-ALONE VERSUS INTEGRATED CRITICAL THINKING COURSES.
- Authors
Hatcher, Donald L.
- Abstract
This article describes Baker University's critical thinking/composition sequence and provides evidence that it is better to teach critical thinking integrated into regular courses. The conclusion is based on 16 years of freshman pre- and posttesting, including freshmen to senior pre- to posttest gains at Baker, and data from other institutions.
- Subjects
CRITICAL thinking; COURSE content (Education); BAKER University; DECISION making; ACTIVE learning; PROBLEM-based learning; INTERDISCIPLINARY education; CURRICULUM; CURRICULUM planning
- Publication
JGE: The Journal of General Education, 2006, Vol 55, Issue 3/4, p247
- ISSN
0021-3667
- Publication type
Article
- DOI
10.1353/jge.2007.0002