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Peer Interaction and the Learning of Critical Thinking Skills in Further Education Students
ARTICLE

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ISAIJLS Volume 29, Number 1, ISSN 0020-4277

Abstract

Describes research that focused on the acquisition of critical thinking skills by vocational education students in Further Education colleges in the United Kingdom, and in particular on the development of the skills of reasoned argument via practice. Discusses the use of modeling and peer-based critiquing exercises. (LRW)

Citation

Anderson, T., Howe, C., Soden, R., Halliday, J. & Low, J. (2001). Peer Interaction and the Learning of Critical Thinking Skills in Further Education Students. Instructional Science: An International Journal of the Learning Sciences, 29(1), 1-32. Retrieved November 30, 2022 from .

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