Snyder Julia J, Wiles Jason R
Department of Biology, Syracuse University, Syracuse, New York, United States of America; Department of Science Teaching, Syracuse University, Syracuse, New York, United States of America.
PLoS One. 2015 Jan 28;10(1):e0115084. doi: 10.1371/journal.pone.0115084. eCollection 2015.
This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.
本研究评估了同伴引导团队学习（PLTL）教学模式对本科同伴领导者批判性思维技能的假设影响。本调查还探讨了同伴领导者对其批判性思维技能的看法。采用带有对照组设计的准实验前测/后测来确定PLTL/非PLTL组的批判性思维提升情况。在美国东北部一所大型私立研究型大学，对那些先前已完成混合专业基础生物学课程并取得成功的参与者，使用加利福尼亚批判性思维技能测试（CCTST）来评估批判性思维。来自开放式问卷的定性数据证实，参与者认为与同伴互动、解决问题和讨论等被认为能提高批判性思维技能的因素，对批判性思维的提升有影响。然而，在体验前和体验后的CCTST测量之间，以及实验组和对照组之间，未发现同伴领导者的批判性思维技能存在显著的定量差异。
