Critical Thinking Skills and Science Achievement: A Latent Profile Analysis

• In Event: Poster Session 3
  In Poster Session: Scientific Practices and the Learning of Science

Abstract

Students’ critical thinking skills and science knowledge are examined to establish learner profiles in the specific context of science with the purpose of extending profiles to general learning. The profiles provide an understanding of students’ shape and level of critical skills that are a focus of many new learning standards, specifically the federal Common Core curricula. The derived profiles fit within an adaptive expertise framework while accounting for various student level covariates. The results allow the development of hypotheses on the type of profiles that can exist and how these might change in the presence of classroom interventions.

Authors

• Andrew Eldon Furman Iverson, Washington State University - Pullman

• Brian F. French, Washington State University

• Brian Hand, University of Iowa