Peer interaction and the learning of critical thinking

T. Anderson, Rebecca Soden

    Research output: Contribution to journalArticle

    80 Citations (Scopus)

    Abstract

    The ability to conduct reasoned argument (to support opinions with non-spurious evidence, to anticipate what evidence would support alternative opinions, to weigh the quality of competing items of evidence, and so on) is a key component of critical thinking. Kuhn (1991) suggested that practice might help improve thinking skills, and in particular that peer-based practice would be effective in improving such skills. Three studies that attempted to use peer interaction to help enhance students’ argumentative reasoning skills are briefly reviewed. Some evidence is provided that supports Kuhn’s advocacy of peer-based practice; however, some of the studies have supplemented the peer-based element of the situation with a more traditional, instructionbased teaching component. Nevertheless, it is concluded that peer interaction is a potentially useful method for helping inculcate thinking skills.
    LanguageEnglish
    Pages37-40
    Number of pages4
    JournalPsychology Learning and Teaching
    Volume1
    Issue number1
    DOIs
    Publication statusPublished - 2001

    Fingerprint

    Learning
    interaction
    learning
    evidence
    Aptitude
    Teaching
    Students
    Thinking
    ability
    student

    Keywords

    • peer interaction
    • learning
    • critical thinking

    Cite this

    Anderson, T. ; Soden, Rebecca. / Peer interaction and the learning of critical thinking. In: Psychology Learning and Teaching. 2001 ; Vol. 1, No. 1. pp. 37-40.
    @article{89169f2574c749bfa1958ffdbad81457,
    title = "Peer interaction and the learning of critical thinking",
    abstract = "The ability to conduct reasoned argument (to support opinions with non-spurious evidence, to anticipate what evidence would support alternative opinions, to weigh the quality of competing items of evidence, and so on) is a key component of critical thinking. Kuhn (1991) suggested that practice might help improve thinking skills, and in particular that peer-based practice would be effective in improving such skills. Three studies that attempted to use peer interaction to help enhance students’ argumentative reasoning skills are briefly reviewed. Some evidence is provided that supports Kuhn’s advocacy of peer-based practice; however, some of the studies have supplemented the peer-based element of the situation with a more traditional, instructionbased teaching component. Nevertheless, it is concluded that peer interaction is a potentially useful method for helping inculcate thinking skills.",
    keywords = "peer interaction, learning, critical thinking",
    author = "T. Anderson and Rebecca Soden",
    year = "2001",
    doi = "10.2304/plat.2001.1.1.37",
    language = "English",
    volume = "1",
    pages = "37--40",
    journal = "Psychology Learning and Teaching",
    issn = "1475-7257",
    number = "1",

    }

    Peer interaction and the learning of critical thinking. / Anderson, T.; Soden, Rebecca.

    In: Psychology Learning and Teaching, Vol. 1, No. 1, 2001, p. 37-40.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Peer interaction and the learning of critical thinking

    AU - Anderson, T.

    AU - Soden, Rebecca

    PY - 2001

    Y1 - 2001

    N2 - The ability to conduct reasoned argument (to support opinions with non-spurious evidence, to anticipate what evidence would support alternative opinions, to weigh the quality of competing items of evidence, and so on) is a key component of critical thinking. Kuhn (1991) suggested that practice might help improve thinking skills, and in particular that peer-based practice would be effective in improving such skills. Three studies that attempted to use peer interaction to help enhance students’ argumentative reasoning skills are briefly reviewed. Some evidence is provided that supports Kuhn’s advocacy of peer-based practice; however, some of the studies have supplemented the peer-based element of the situation with a more traditional, instructionbased teaching component. Nevertheless, it is concluded that peer interaction is a potentially useful method for helping inculcate thinking skills.

    AB - The ability to conduct reasoned argument (to support opinions with non-spurious evidence, to anticipate what evidence would support alternative opinions, to weigh the quality of competing items of evidence, and so on) is a key component of critical thinking. Kuhn (1991) suggested that practice might help improve thinking skills, and in particular that peer-based practice would be effective in improving such skills. Three studies that attempted to use peer interaction to help enhance students’ argumentative reasoning skills are briefly reviewed. Some evidence is provided that supports Kuhn’s advocacy of peer-based practice; however, some of the studies have supplemented the peer-based element of the situation with a more traditional, instructionbased teaching component. Nevertheless, it is concluded that peer interaction is a potentially useful method for helping inculcate thinking skills.

    KW - peer interaction

    KW - learning

    KW - critical thinking

    U2 - 10.2304/plat.2001.1.1.37

    DO - 10.2304/plat.2001.1.1.37

    M3 - Article

    VL - 1

    SP - 37

    EP - 40

    JO - Psychology Learning and Teaching

    T2 - Psychology Learning and Teaching

    JF - Psychology Learning and Teaching

    SN - 1475-7257

    IS - 1

    ER -