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The Undergraduate Students’ Performance of Critical Thinking in Reading the Science News
PROCEEDINGS

, Graduate Institute of Mathematics and Science Education, National Chiayi University, Taiwan

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Effective argumentation skills are essential and central to critical thinking. This study explored the undergraduate students' performance of critical thinking when they read the science news. Respective fifty-two science major and non-science major undergraduate students were asked to select one piece of science news from the internet sources and then to read and make comments on the contents. Twenty students were individually interviewed after the content analyses of their comments had conducted. The results indicated there is statistically significant difference in constructing evidence between science majors and non-science majors (p<.01), but not in formulating arguments, counterarguments, qualifiers and rebuttal. Totally, science majors significantly outperformed in using argument elements in their arguments than non-science majors did (p<.05).

Citation

Lin, S.S. (2011). The Undergraduate Students’ Performance of Critical Thinking in Reading the Science News. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2750-2754). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved January 28, 2020 from .

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