Critical
Thinking Exercises by Academic Discipline
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Biology
Case Studies in Multiple-choice Questions by Peter Ommundsen,
Available at: http://www.saltspring.com/capewest/mc.htm
This site gives examples of how Peter has incorporated case studies into the actual wording of Multiple Choice Questions for assessment of his biology students.
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Critical
Thinking in Biology: Case Problems: A Guide for Instructors. by Peter Ommundsen,
Available at: http://www.saltspring.com/capewest/ct.htm
“This site demonstrates how case problems can inspire students in an introductory college biology course.” Some of the cases include: reproductive health, treatment of stroke, brain and behavior, and evolutionary biology. It also provides a bibliography and currently featured links in biology.
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Problem-Based
Learning in Biology: with 20 Case Examples, by Peter Ommundsen,
Available at: http://www.saltspring.com/capewest/pbl.htm
This resource lays out the instructional method for the instructor and the students. He also provides 20 cases problems to get you started.
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Teaching
Critical Thinking Skills in Biology. By Robert Day Allen, & David J. Stroup,
Available for ordering from other PSU Campuses through THE CAT
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Case Studies Resource
Guide, by Gary White
at
Available
at: http://www.libraries.psu.edu/business/casestudies.htm
This site is a treasure trove of links to
business case study publishers. It
points to the Harvard Business
School Publishing, CaseNet,
and the Standford Business School for American business case
studies and points to other international institutions, such as European Case Clearing House, the European Institute of
Business Administration, and publishers from Australia and Canada. This site also gives you instructions on how
to locate specific case studies that fit your course.
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Darden
Case Collection: by
Available at: http://www.darden.edu/case/collection/
The Darden case collection includes over 1000 cases. Abstracts are available and the collection can be searched by keyword. Cases can be ordered directly online. All of these cases are available for a nominal fee of $3.29 a piece.
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European
Case Clearing House: by
Available at: http://www.ecch.cranfield.ac.uk/
The
clearinghouse maintains and distributes business cases developed by the Cranfield School of Management and the
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Harvard Business
Online for Educators,
by
Available
at: http://www.hbsp.harvard.edu/educators
This site will allow you to match
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Available at: http://www.gsb.stanford.edu/research/cases/
This site
provides many links to Stanford created cases but also many created by the
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“Teaching Critical Thinking Skills for the 21st Century: An
Advertising Principles Case Study”, By: Kevin Celuch
& Mark Slama,
Journal of
Education for Business, Jan/Feb. 1999, v. 74 Issue
3, p134
Available on Professional Development Collection Database at: http://search.epnet.com/direct.asp?an=1621876&db=tfh
Describes how a critical-thinking-skills
approach can be used to teach any business course. Definition of critical thinking; How to
use critical thinking
in teaching business; Critical teaching approach to
advertising principles; Conclusions.
Description from the Professional Development Collection
Database.
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“Teaching Dynamic Processes in Finance: How Can We Prepare
Students for an Age of Rapid and Continual Change?”,
By: Hakan Saraoglu,
Elizabeth Yobaccio, David. Louton,
Financial
Practice & Education, Fall/Winter, 2000, v. 10 Issue 2, p231
Available on Professional Development Collection Database at http://search.epnet.com/direct.asp?an=5290213&db=tfh
Preparing students to function in a business environment
characterized by rapid and continual change requires the nurturing of proactive
and critical thinking skills, and a deeper
understanding of the relationships between key business variables. Bringing this
perspective into the classroom means allowing students to experience the
evolution of a given system as time progresses and inputs affecting the system
change. We contend that these objectives can be achieved best by involving
students in hands-on and interactive exercises that can potentially accelerate
the development of mature business skills and intuition. In this paper we explore system dynamics
modeling, and present two examples to demonstrate its power and appropriateness
as a pedagogical tool that facilitates the teaching of dynamic processes in
finance. [ABSTRACT FROM AUTHOR]
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“Teaching Intermediate Financial Accounting Using a Business
Activity Model”, By: Anthony H. Catanach Jr; David B. Croll,; Robert L. Grinaker, Issues in Accounting Education, Nov. 2000, v. 15, Issue 4,
p583
Available on Professional Development Collection Database at http://search.epnet.com/direct.asp?an=3854152&db=tfh
This paper describes a creative approach to the instruction of intermediate financial accounting that relies primarily on a business activity model (BAM). Initially funded by an Accounting Education Change Commission (AECC) grant, this curriculum revision is designed to (1) motivate students for their chosen profession, (2) promote their technical competency, and (3) develop in them an expanded set of educational objectives including critical-thinking, communication, and research skills. The BAM emphasizes financial disclosure and technical research as well as those topics commonly found in "traditional" intermediate accounting courses. Working in professional service teams, students mimic the accounting and financial-reporting processes found in the "real world" by conducting analytical reviews, soliciting information from clients, preparing adjusting and correcting entries, and drafting financial statements and notes for a fictitious client company. [ABSTRACT FROM AUTHOR]
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“Can Critical-Mindedness Be Taught?” By
M. S. Byrne, and A. H. Johnstone, Journal of Chemical Education, 24(3), 75-77, 1987.
In
this paper the authors report that, the use of short (1-2 hour), interactive,
learning units, designed to compliment existing teaching approaches and largely
independent of lecturer involvement, led to a greater and more effective use of
critical skills. Moreover, understanding is developed through the consideration
of evidence, discussion and collaborative decision making rather than through
being ``told the answers'', and as a consequence material, perceived to be
difficult or lacking interest, was more readily assimilated. Description from Critical Thinking by
David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p. 40
Order article through ILLIAD
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“Consumer Chemistry: Critical Thinking at the
Concrete Level”, by G. M. Bodner, Journal
of Chemical Education, 65(3), 212-213, 1988.
“Here
the author notes that, often, students ``cannot apply their knowledge outside
the narrow domain in which it was learnt. They ``know'' without
understanding''. In this article Bodner advocates the
creation of a new, non-mathematical, chemistry course which would enable
students to make educated decisions on issues of science and technology,
understand how chemistry affects their daily lives and foster the development
of critical thinking skills. Here, instead of having to perform the standard
chemical calculations found in textbooks, students would be encouraged to ask,
and answer, the ``how do we know...?'' and ``why do we believe...?'' type
questions.” Description from Critical Thinking by David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p. 40
Order article through ILLIAD
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Creative
Problem Solving in Chemistry. By Wood C. and Sleet R.,
”This
book is designed to foster good problem solving skills in students working in
group situations. The skills that it claims to foster include
data seeking and selection, choice of method, balance of criteria, awareness of
error, discussion and presentation, and is aimed at 16 to 18 year olds.”
Description from Critical Thinking by
David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p. 36
Available for interlibrary-loan through WorldCat
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“Critical Thinking in General Chemistry”. by
Kogut,
Journal of Chemical Education, 73(3), 218-221, 1996
“Discusses critical thinking assessment exercises and strategies to
improve critical thinking. His strategies to encourage critical thinking
skills are: Ask questions frequently and direct them to individual students.
These questions should be why and how in nature not simply yes
or no type questions. Use
examples and illustrations that challenge dualistic thinking and reinforce the
notion that science does not have many absolutely correct answers. Promote discussion among students by using
in-class group assignments and encourage out-of-class study groups. Effective use of feedback encourages critical
thinking.” Description from Critical
Thinking by David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p. 39
Order article through ILLIAD
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“Designing New Undergraduate Experiments”,
By Yang, M. J. and Aitkinson,
G. F, Journal of Chemical Education, 75(7), 863-865,
1998.
”This paper
offers general questions and checklists, based on experience and observation,
to aid new instructors in the development of new undergraduate
experiments.” Description from Critical Thinking by Davide
Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf p. 25
Order article through ILLIAD
·
A
Question of Chemistry: Creative Problems for Critical Thinkers. by Garret, J.,
Overton, T. and Threlfall, T., Longman,
1999.
“The exercises
in this book are designed to encourage students to think critically and
creatively. These exercises are designed to develop a students ability to
critically evaluate a chain of reasoning, construct logical arguments, read
critically, and gain experience answering questions which have no ``right
answer''. In addition there is a section which is designed to provide students
with experience in finding information in primary literature.” Description from Critical Thinking by
David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p. 41
Available for interlibrary-loan through PALCI
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“Research on Problem solving: Chemistry”. By
Gabel, D. L and Bruce, D. M., In: D. L.
Gabel (Ed.), Handbook of Research on Science Teaching and Learning: A
Project of the National Science Teachers Association.
”Following 12 years of research, into the chemistry problem solving ability of students, these authors proposed that success in problem solving appears to be influenced by three factors:
· The nature of the problem and the underlying concepts upon which the problem is based: including the problem style and conceptual understanding.
· Learning characteristics: including an individual's cognitive style, developmental level and knowledge base.
· Learning environmental factors: including problem solving strategies/methods, and individual or group activity.” Description from Critical Thinking by David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf p. 32
· Available for ordering from other PSU Campuses through THE CAT
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“The Solving of Problems in Chemistry: The More
Open-Ended Problems”, By Reid,
N. and Yang, M.,.
Research in Science and Technological
Education, 20(1), 83-98,
2002.
Available on Metapress at: http://www.metapress.com/link.asp?id=l30yxfdycv4gf4ne
Provides an overview of research into problem solving
with some 70 references to the literature.
Description from Critical Thinking
by David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p. 31
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“Teaching Introductory Chemistry: A problem-Solving
and Collaborative-Learning approach”, By Browne, L. M. and
”This
paper describes the development of a problem based introductory university
organic chemistry course, centered in the laboratory.” Description from Critical Thinking by David Palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf
p.26
Order article through ILLIAD
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Brain
Ticklers from THE BENT of Tau Beta Pi, by Tau Beta Pi the Engineering Honor Society.
Available at: http://www.tbp.org/pages/publications/BTs.cfm
On a quarterly basis the Engineering honor Society publishes a new engineering problem to solve. It has brain ticklers dating back to the Fall of 2000.
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Available at: http://thayer.dartmouth.edu/~teps/default_index.html
This page provides a problem solving methodology that brings problems from the “real world” into the engineering classroom. It also shows students a highly structured problem cycle that they can use to solve problems throughout their career.
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“The EPICS model in engineering education: Perspectives on problem-solving abilities needed for
success beyond schools”, By Lesh, Richard (Ed); Doerr, Helen M. (Ed).
In Beyond constructivism: Models and modeling
perspectives on mathematics problem solving, learning, and teaching.
Discusses how engineering students learn to apply their
technical knowledge to real problems with social significance through an
innovative undergraduate curriculum. The authors describe how engineering
education has changed to meet new workplace demands. Technical skills in
mathematics and science are still the bedrock for engineers, but the so-called
"soft" skills of teamwork, communication, and collaboration are also
required for success in today's global economy. A program is discussed that
meets this demand through a curriculum that utilizes modeling eliciting
activities to teach the mathematically oriented design skills through a
community based, experiential learning program called EPICS (Engineering
Projects in Community Service). Abstract from the PsychInfo
Database at: http://www.lias.psu.edu/scripts/linklias.exe?Where=Go+There&What=PSYCART
Available for ordering from other PSU
Campuses through THE
CAT
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“Philosophy as literacy: Teaching college
students to read critically and write cogently”, by Michael J. Carella, College Composition and
Communication, 1983, v. 34, no. 1. 57-61.
Available on JSTOR at: http://www.lias.psu.edu/scripts/linklias.exe?where=Go+There&what=JSTOR
This article teaches you how to teach English students how to write by following a scientific methodology. Identifying the theme, the premises and the conclusions and then analyzing the strengths and weaknesses of the author’s arguments.
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An
Annotated Bibliography of Research into the Teaching and Learning of The Physical Sciences at the Higher Education Level, by
David Palmer, Norma Reid, Editor.
Available at: http://www.physsci.heacademy.ac.uk/Resources/AnnotatedBibliography/AnnotatedBibliographyFull.pdf
Mr. Palmer has accumulated a vast array of articles on teaching the physical sciences. He includes works on: lecturing, assessment, laboratory work, problem solving, critical thinking, field dependency, concept maps and mind maps, attitudes, learning theories, etc.
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Case Method of Teaching Science, by
Available at: http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html
This site provides a brief recent history of the development of the Case Method. It provides links to videotapes and articles written by Clyde Freeman Harreid on the use of case studies in the science classroom. It also provides links to other case method and problem-based learning articles, bibliographies and book reviews.
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National
Center for Case Study Teaching in Science, by Clyde F. Herreid
& Nancy A. Schiller of the University at Buffalo, State University of New
York
Available at: http://ublib.buffalo.edu/libraries/projects/cases/case.html
This website provides a plethora of information on case studies in the sciences. It provides information on the case method of teaching. It also has a significant case study collection as well as case ideas and other websites to obtain case studies.
· “Problem-Based Learning in Undergraduate Education”, By Ram, P., Journal of Chemical Education, 76(8), 1122-1126, 1999.
”Gives a brief introduction to Problem-Based learning (PBL) and then presents ``The Water We Drink'' an example of problem based learning successfully incorporated into a Second year university chemistry course. The authors found that when students are presented with ``an authentic problem that is challenging and real, they will be motivated to learn and to enjoy the learning process immensely''. Description from Critical Thinking by David palmer at http://dbweb.liv.ac.uk/ltsnpsc/AB/AB.pdf p. 30
Order article through ILLIAD
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“An interactive problem-solving approach to the teaching of a marriage and family
course”, by Louis E Gardner, Teaching of Psychology 1991 Feb; Vol
18(1): 30-32
Available at: http://search.epnet.com/direct.asp?an=6381496&db=tfh
Describes a method for promoting student
interest and involvement in a marriage and family course. The method supplements lectures with problem-solving sessions
for small groups. The instructor uses session outcomes to encourage critical
evaluation by the entire class. Students' positive reactions to the course
emphasize the complementarity of a traditional
scholarly approach and interactive personal involvement. Abstract from the PsychInfo Database at: http://www.lias.psu.edu/scripts/linklias.exe?Where=Go+There&What=PSYCART
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“Analyzing Anne Frank: A case study
in the teaching of thinking skills”, by Peter Fisher, Teaching History May, 1999, Issue 95, p24 Available on ProQuest at: http://proquest.umi.com/pqdlink?Ver=1&Exp=08-11-2009&FMT=4&DID=43597811&RQT=309&clientId=9893
Relates the success of the `Thinking Skills' approach in the
teaching of history, a technique widely
practiced by schools located in
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“The Idea of History Teaching: Using Collingwood's Idea of History to Promote Critical Thinking in the High School History Classroom”, by Anthony E. Pattiz, History Teacher, Feb. 2004, Vol. 37 Issue 2,
p239
Available on Professional
Development Collection Database at: http://search.epnet.com/direct.asp?an=12555820&db=tfh
“Proposes the use of R.G.
Collingwood's book "The Idea of History" to promote critical thinking in the high school history classroom. Examination
into the state of historical education in the
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“Improving Critical Thinking Skills in the
Available on Professional Development Collection Database at: http://search.epnet.com/direct.asp?an=12555794&db=tfh