24 min
Sá et al. (1999) | Kritisches Denken Psychologie fürs Klassenzimmer
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- Science
Thema: Kritisches Denken
Studie: Sá, W. C., West, R. F., & Stanovich, K. E. (1999). The domain specificity and generality of belief bias: Searching for a generalizable critical thinking skill. Journal of Educational Psychology, 91(3), 497-510.
zu Fake news:
Pennycook, G., and Rand, D. G. (2019b). Who Falls for Fake News? the Roles of Bullshit Receptivity, Overclaiming, Familiarity, and Analytic Thinking. J. Pers 88 (2), 185–200.
Weitere Forschung:
Willingham, D. T. 2008. “Critical Thinking: Why is it so Hard to Teach?” Arts Education Policy Review 109(4), 21–32.
Zeiser, K. L., Taylor, J., Rickles, J., Garet, M. S., & Segeritz, M. (2014). Evidence of deeper learning outcomes. Findings from the study of deeper learning opportunities and outcomes: Report 3. American Institutes for Research.
Thema: Kritisches Denken
Studie: Sá, W. C., West, R. F., & Stanovich, K. E. (1999). The domain specificity and generality of belief bias: Searching for a generalizable critical thinking skill. Journal of Educational Psychology, 91(3), 497-510.
zu Fake news:
Pennycook, G., and Rand, D. G. (2019b). Who Falls for Fake News? the Roles of Bullshit Receptivity, Overclaiming, Familiarity, and Analytic Thinking. J. Pers 88 (2), 185–200.
Weitere Forschung:
Willingham, D. T. 2008. “Critical Thinking: Why is it so Hard to Teach?” Arts Education Policy Review 109(4), 21–32.
Zeiser, K. L., Taylor, J., Rickles, J., Garet, M. S., & Segeritz, M. (2014). Evidence of deeper learning outcomes. Findings from the study of deeper learning opportunities and outcomes: Report 3. American Institutes for Research.
24 min