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Developing critical thinking in introductory biochemistry through exploratory writing in an electronic collaborative learning environment
Author(s) -
Haushalter Karl A
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a297-b
Subject(s) - critical thinking , class (philosophy) , session (web analytics) , mathematics education , reading (process) , critical reading , narrative , emphasis (telecommunications) , computer science , psychology , pedagogy , world wide web , telecommunications , linguistics , philosophy , artificial intelligence , political science , law
Exploratory, informal writing assignments in introductory biochemistry have been used to develop students' critical thinking skills. Prior to each class session, students submit electronically a short, informal writing assignment that summarizes the key points of the day's assigned reading. Following every class, students submit electronically short narratives in response to prompts designed to engage the students in reflection and critical analysis of the material covered in class. These ungraded mini‐essays form the basis for electronic discussion boards, in‐class discussions, and as starting points for students to develop longer, formal writing assignments that require students to perform outside research to support their arguements. Pre‐ and post‐surveys of students have been used to measure gains in critical thinking as a result of the emphasis on writing as a mechanism to learn biochemistry.