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Asterhan, Christa S. C.; Dotan, Aviv – Instructional Science: An International Journal of the Learning Sciences, 2018
In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…
Descriptors: Feedback (Response), Science Instruction, Undergraduate Students, Teaching Methods
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Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred – Instructional Science: An International Journal of the Learning Sciences, 2015
Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and self-explanation prompts during practice, on students'…
Descriptors: Thinking Skills, Critical Thinking, Teaching Methods, Prompting