Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?

• Published in: Instructional science 2021-12, Vol.49 (6), p.747-777
• Main Authors: van Peppen, Lara M., Verkoeijen, Peter P. J. L., Heijltjes, Anita E. G., Janssen, Eva M., van Gog, Tamara
• Format: Article
• Language: English
• Subjects: Achievement Gains; Bias; Cognition & reasoning; Critical Thinking; Delayed; Demonstrations (Educational); Education; Educational Psychology; Instructional Effectiveness; Learning; Learning and Instruction; Original Research; Pedagogic Psychology; Pedagogy; Skill Development; Task performance; Teaching methods; Thinking Skills; Transfer of Training
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-021-09559-0

There is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked examples (i.e., contrasting examples). The aim of the present study, therefore, was to investigate the effect of contrasting examples on learning and transfer of CT-skills, focusing on avoiding biased reasoning. Students ( N  = 170) received instructions on CT and avoiding biases in reasoning tasks, followed by: (1) contrasting examples, (2) correct examples, (3) erroneous examples, or (4) practice problems. Performance was measured on a pretest, immediate posttest, 3-week delayed posttest, and 9-month delayed posttest. Our results revealed that participants’ reasoning task performance improved from pretest to immediate posttest, and even further after a delay (i.e., they learned to avoid biased reasoning). Surprisingly, there were no differences in learning gains or transfer performance between the four conditions. Our findings raise questions about the preconditions of contrasting examples effects. Moreover, how transfer of CT-skills can be fostered remains an important issue for future research.