skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.
Attention:The NSF Public Access Repository (NSF-PAR) system and access will be unavailable from 7:00 AM ET to 7:30 AM ET on Friday, April 24 due to maintenance. We apologize for the inconvenience.


Title: Comparing study features is easy but identifying next steps is hard: Evaluating critical thinking through the Biology Lab Inventory of Critical Thinking in Ecology
Award ID(s):
1909602
PAR ID:
10414238
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
Ecology and Evolution
Volume:
13
Issue:
5
ISSN:
2045-7758
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Visualization misinformation is a prevalent problem, and combating it requires understanding people’s ability to read, interpret, and reason about erroneous or potentially misleading visualizations, which lacks a reliable measurement: existing visualization literacy tests focus on well-formed visualizations. We systematically develop an assessment for this ability by: (1) developing a precise definition of misleaders (decisions made in the construction of visualizations that can lead to conclusions not supported by the data), (2) constructing initial test items using a design space of misleaders and chart types, (3) trying out the provisional test on 497 participants, and (4) analyzing the test tryout results and refining the items using Item Response Theory, qualitative analysis, a wrong-due-to-misleader score, and the content validity index. Our final bank of 45 items shows high reliability, and we provide item bank usage recommendations for future tests and different use cases. Related materials are available at: https://osf.io/pv67z/. 
    more » « less
  2. Abstract Analogies are used to make abstract topics meaningful and more easily comprehensible to learners. Incorporating simple analogies into STEM classrooms is a fairly common practice, but the analogies are typically generated and explained by the instructor for the learners. We hypothesize that challenging learners to create complex, extended analogies themselves can promote integration of content knowledge and development of critical thinking skills, which are essential for deep learning, but are challenging to teach. In this qualitative study, college biology students (n = 30) were asked to construct a complex analogy about the flow of genetic information using a familiar item. One week later, participants constructed a second analogy about the same topic, but this time using a more challenging item. Twenty participants worked on the challenging analogy in pairs, while the other 10 worked alone. Analysis of the 50 interviews resulted in a novel‐scoring scheme, which measured both content knowledge (understanding of biology terms) and critical thinking (alignment of relationships between elements of the analogy). Most participants improved slightly due to practice, but they improved dramatically when working with a partner. The biggest gains were seen in critical thinking, not content knowledge. Having students construct complex, sophisticated analogies in pairs is a high‐impact practice that can help students develop their critical thinking skills, which are crucial in academic and professional settings. The discussion between partners likely requires students to justify their explanations and critique their partner's explanations, which are characteristics of critical thinking. 
    more » « less
  3. null (Ed.)