Skeptical Thinking in the Classroom and its Impact - School of Arts ...

comes to skepticism in paranormal, but has demonstrated a high level of logical thinking
in science class and the TOSRA test. Student 13 also scored low negatively in the ending
activity. The answers given seem contradictory to statements made in other questions in
the activities. The answers were very short and lacked detail, unlike his other answers. I
suspect that the student rushed through the answers without really thinking or did not
read the question thoroughly enough.
All of the students that scored a one for the ending activity scored positively for the
activities range.
The students that scored a zero for the ending activity span the whole range of the
activities range scale.
Student
scaled total
Activities
range
Ending
activity
1 ab 133 Np 0
2 cd 200 Vp 2
3 md 150 P 1
4 md 200 Vp 0
5 bg 50 Neg -1
6 mg 17 Vn 0
7 ph 117 Np 0
8 lh 200 Vp 1
9 ak 200 Vp 1
10 al 133 Np 2
11 jo 83 Nn 2
12 kp 50 Neg 0
13 mr 166 P -1
1a bb 200 Vp 3
2a pb 150 P 1
3a sd 200 Vp 2+
4a kh 50 Neg 1
5a al 200 Vp 2+
6a im 117 Np 1
7a ep 150 P 2+
8a ep 200 Vp 2
Conclusions:
1) Evidence seems to indicate that Critical thinking skills are not transferred to real life
activities effectively.
2) My research has indicated that students can increase their critical thinking skills.
Research into critical thinking is mainly concerned with the general thinking processes of
students, and does not see preconceived beliefs as a factor. (Black, S. Teaching Students