000006333 001__ 6333
000006333 005__ 20230202125421.0
000006333 037__ $$aSCART-2023-0109
000006333 100__ $$aSermeus, Jan
000006333 245__ $$aCritical thinking in electricity and magnetism: assessing and stimulating secondary school students
000006333 260__ $$c2021
000006333 520__ $$aCritical thinking is one of the most desirable outcomes of education, yet it is often not well defined in curricula. Additionally, there are open questions concerning the domain specificity of critical thinking. In this work, we present two studies aimed at secondary education. Starting from Halpern’s conceptualisation of critical thinking we developed a test for assessing critical thinking within the domain of physics (more specifically electricity and magnetism). In the second study, we conducted an intervention study in a quasi-experimental design. Together with experienced teachers, we designed lessons that elicit critical thinking based on the First Principles of Instruction of Merrill. Compared with a control group, the experimental group obtained a significantly higher score on the domain specific critical thinking (measured using the test of the first study), but there was no difference between the groups with regard to domain general critical thinking.
000006333 594__ $$aNO
000006333 700__ $$aDe Cock, Mieke
000006333 700__ $$aElen, Jan
000006333 773__ $$c2597-2617$$n16$$pInternational Journal Of Science Education$$v43$$y2021
000006333 8560_ $$fjan.sermeus@planetarium.be
000006333 8564_ $$s2544079$$uhttp://publi2-as.oma.be/record/6333/files/2021_Sermeus_Critical thinking in electricity and magnetism assessing and stimulating secondary school students.pdf
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000006333 905__ $$apublished in
000006333 980__ $$aREFERD