Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills

The goals for lab instruction are receiving critical attention in the physics education community due to multiple reports and research findings. In this paper, we describe a theoretically motivated scheme to evaluate instructional lab curricula and apply that scheme to three implementations of an el...

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Autores principales:	Emily M. Smith, N. G. Holmes
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/75380a845eb24b58b789e307c49d456d
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spelling	oai:doaj.org-article:75380a845eb24b58b789e307c49d456d2021-12-02T13:27:30ZEvaluating instructional labs’ use of deliberate practice to teach critical thinking skills10.1103/PhysRevPhysEducRes.16.0201502469-9896https://doaj.org/article/75380a845eb24b58b789e307c49d456d2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020150http://doi.org/10.1103/PhysRevPhysEducRes.16.020150https://doaj.org/toc/2469-9896The goals for lab instruction are receiving critical attention in the physics education community due to multiple reports and research findings. In this paper, we describe a theoretically motivated scheme to evaluate instructional lab curricula and apply that scheme to three implementations of an electricity and magnetism lab curriculum. The scheme has three components: (1) that critical thinking is a context-dependent process for using critical thinking skills to make evidence-based decisions (2) that to make decisions one must have agency and (3) that deliberate practice can be used to effectively teach critical thinking skills. We use this scheme to evaluate the lab instructions for three sets of instructional labs for their use of deliberate practice for teaching critical thinking skills through varied opportunities for students to exercise agency in making decisions about experiments. Our analysis shows that our curricular design did target the experimentation-focused critical thinking skills, but did not strongly align with theoretical recommendations for deliberate practice. The results provide suggestions for improvements to curricular design. For curriculum developers, instructors, and researchers who intend to teach critical thinking in the context of experimental physics, this scheme serves as a tool to create and evaluate lab instructions in terms of the ways in which specific skills are supported through deliberate practice.Emily M. SmithN. G. HolmesAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020150 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Emily M. Smith N. G. Holmes Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
description	The goals for lab instruction are receiving critical attention in the physics education community due to multiple reports and research findings. In this paper, we describe a theoretically motivated scheme to evaluate instructional lab curricula and apply that scheme to three implementations of an electricity and magnetism lab curriculum. The scheme has three components: (1) that critical thinking is a context-dependent process for using critical thinking skills to make evidence-based decisions (2) that to make decisions one must have agency and (3) that deliberate practice can be used to effectively teach critical thinking skills. We use this scheme to evaluate the lab instructions for three sets of instructional labs for their use of deliberate practice for teaching critical thinking skills through varied opportunities for students to exercise agency in making decisions about experiments. Our analysis shows that our curricular design did target the experimentation-focused critical thinking skills, but did not strongly align with theoretical recommendations for deliberate practice. The results provide suggestions for improvements to curricular design. For curriculum developers, instructors, and researchers who intend to teach critical thinking in the context of experimental physics, this scheme serves as a tool to create and evaluate lab instructions in terms of the ways in which specific skills are supported through deliberate practice.
format	article
author	Emily M. Smith N. G. Holmes
author_facet	Emily M. Smith N. G. Holmes
author_sort	Emily M. Smith
title	Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
title_short	Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
title_full	Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
title_fullStr	Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
title_full_unstemmed	Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
title_sort	evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/75380a845eb24b58b789e307c49d456d
work_keys_str_mv	AT emilymsmith evaluatinginstructionallabsuseofdeliberatepracticetoteachcriticalthinkingskills AT ngholmes evaluatinginstructionallabsuseofdeliberatepracticetoteachcriticalthinkingskills
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Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills

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