Abstract
Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, empathy and perspective taking, and evidence-based practice. Convergence of these data, and future directions are discussed.
DOI
https://doi.org/10.30707/TLCSD4.2/EGYZ9092
Recommended Citation
Battaglia, Dana
(2020)
"Explicit Teaching of Critical Thinking Skills in Communication Science and Disorders,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 4:
Iss.
2, Article 6.
DOI: https://doi.org/10.30707/TLCSD4.2/EGYZ9092
Available at:
https://ir.library.illinoisstate.edu/tlcsd/vol4/iss2/6
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Speech and Rhetorical Studies Commons
