Scaffolding Critical Thinking on SEEK
Moongee Jeon, Tenaha O'Reilly, Bethany McDaniel, Arthur Graesser, University of Memphis, United States ; Susan Goldman, Jennifer Wiley, University of Illinnois at Chicago, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper investigates the impact of a tutor called SEEK on college students' critical thinking about scientific information as they study information on the Internet. Participants searched a set of websites on the causes of the eruption of Mount St. Helens. SEEK was designed to encourage students' critical thinking through several devices: spoken hints on a Google search page, pop-up questions and ratings on dimensions of critical stance (PUR), and a pop-up journal on critical stance (PUJ). We assessed whether SEEK improved students' critical thinking compared with a "search only" (Navigation) control condition. SEEK did improve the critical thinking, as manifested in essays on causes of the volcanic eruption, but did not improve learning gains and students' ability to differentiate the quality of sites. We believe that improving the latter skills requires much more training and some expert modeling of effective inquiry.
Jeon, M., O'Reilly, T., McDaniel, B., Graesser, A., Goldman, S. & Wiley, J. (2005). Scaffolding Critical Thinking on SEEK. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2123-2128). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)