Open AccessCARD GAME TO IMPROVE CRITICAL THINKING
Author(s) -
Julia Gressick,
Joel B. Langston
Publication year - 2019
Publication title -
journal of global engagement and transformation
Language(s) - English
Resource type - Journals
ISSN - 2572-455X
DOI - 10.52553/30001b
Subject(s) - critical thinking , conversation , psychology , mathematics education , pedagogy , communication
Fostering critical thinking skills is a ubiquitous goal across disciplines and social contexts. Productive solutions to educational, content-based and social problems can emerge through well-reasoned conversation. How best to support the development of these skills has been a topic of debate. In this study, we investigated the design and effectiveness of a card-based game focused on undergraduate student understanding of common fallacies in thinking. 13 Fallacies was designed with the intention of improving students’ reasoning. In our study, we completed an iterative design phase, play testing phase and have collected data on student learning outcomes from two semesters as a result of classroom implementation. Results indicate that 13 Fallacies improved student understanding of common fallacies in thinking and promoted social reasoning for at-risk undergraduate students.