Heim Ashley B, Esparza David, Holmes Natasha G, Smith Michelle K
Department of Ecology and Evolutionary Biology Cornell University Ithaca New York USA.
Laboratory of Atomic and Solid State Physics Cornell University Ithaca New York USA.
Ecol Evol. 2023 May 10;13(5):e10071. doi: 10.1002/ece3.10071. eCollection 2023 May.
Critical thinking, which can be defined as the evidence-based ways in which people decide what to trust and what to do, is an important competency included in many undergraduate science, technology, engineering, and mathematics (STEM) courses. To help instructors effectively measure critical thinking, we developed the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC), a freely available, closed-response assessment of undergraduate students' critical thinking in ecology. The Eco-BLIC includes ecology-based experimental scenarios followed by questions that measure how students decide on what to trust and what to do next. Here, we present the development of the Eco-BLIC using tests of validity and reliability. Using student responses to questions and think-aloud interviews, we demonstrate the effectiveness of the Eco-BLIC at measuring students' critical thinking skills. We find that while students generally think like experts while evaluating what to trust, students' responses are less expert-like when deciding on what to do next.
批判性思维可被定义为人们用以决定相信什么和做什么的基于证据的方式，它是许多本科科学、技术、工程和数学（STEM）课程中包含的一项重要能力。为帮助教师有效评估批判性思维，我们开发了《生态学批判性思维生物学实验室量表》（Eco - BLIC），这是一项免费的、封闭式作答的评估本科生生态学批判性思维的工具。Eco - BLIC包含基于生态学的实验场景，随后是一些问题，用以衡量学生如何决定相信什么以及接下来做什么。在此，我们介绍使用效度和信度测试开发Eco - BLIC的过程。通过学生对问题的回答和出声思维访谈，我们证明了Eco - BLIC在评估学生批判性思维技能方面的有效性。我们发现，虽然学生在评估相信什么时通常像专家一样思考，但在决定接下来做什么时，学生的回答就不那么像专家了。
