期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2013
卷号：13
期号：5
页码：90-105
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：This case study examined the development and evaluation of an interdisciplinary first-year learning community designed to stimulate scientific reasoning. Designed to serve the needs of scholarship students majoring in mathematics and natural sciences, the six-credit learning community course was writing-intensive and emphasized general scientific reasoning and critical thinking skills. Success of the course was measured using a pretest-posttest design that assessed students’ paranormal beliefs. Outcomes of the study indicated students’ paranormal beliefs were significantly lower at the end of the semester than at the beginning, which was used as a surrogate measure of critical thinking that was also relevant to the course content. Supplementary analyses demonstrated that their (a) paranormal beliefs were significantly lower than other students and (b) students self-identified the importance of the scientific reasoning skills learned in the course without being prompted on their teacher-course evaluations. The results of this study can inform the design of interdisciplinary, scientific reasoning courses.
关键词：Critical thinking;learning community;scientific reasoning;first-year students
