The impact of a computer simulation on critical-thinking instruction

Abstract

Many studies suggest that effective teaching can significantly improve students’ critical thinking (e.g., Ennis, Millman, & Tomko, 1985; Knight, Wexman, & Padron, 1989; Williams, 1987). Professional knowledge (Michelli, Pines, & Oxman-Michelli, 1990) and positive teaching behavior (McBride & Knight, 1993) are crucial to the success of critical-thinking instruction. Since field activities contribute to the acquisition of knowledge and skills (Grossman & Richert, 1988; Ketty & Sellars, 1996), practice in school settings can be invaluable in helping preservice teachers to acquire the knowledge and skills necessary for teaching critical thinking. Implementing this instruction in school settings, however, is often very difficult. Fortunately, computer simulations are beginning to provide an alternative setting for teachers-in-training to become competent cultivators of critical thinkers. Pioneering research in this area, Yuchu Yeh has developed the Computer Simulation for Teaching Critical Thinking (CS-TCT). CS-TCT training is based on the assumption that teachers, through mindful learning and reflective teaching, will improve their professional knowledge and thus develop effective strategies for teaching critical thinking.