Using Critical Thinking to Change Distracted Driving Behaviors

In an attempt to reduce dangerous driving behavior of those students enrolled in an upper level course at Sam Houston State University, students performed a series of critical thinking assignments and completed a survey to record their behavior and habits related to driving and the project. The project included a lab experiment, lecture, class discussion, video, and a culminating paper to synthesize the scientific information with real world and classroom experiences. Inspired by the approach to critical thinking put forward by Duron, Limbach, and Waugh, critical thinking for each assignment was implemented through instructions and feedback. Results showed that the critical thinking led to behavior changes in the students’ driving during the semester. It was also determined that the students chose to reduce their distracted driving behaviors based on what they learned and experienced through the project. Within this small sample, using critical thinking to apply conceptual knowledge to real world behaviors led to behavioral changes and real learning
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DOI 10.5840/inquiryct20142915
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