Inquiry : An Interdisciplinary Journal of Philosophy 22 (4):65-72 (2003)
Teacher-education students in a large Human Development course took a generic critical thinking test and 2 companion questionnaires related to the accuracy of human-development claims andperceived sources of information for evaluating those claims. Based on their initial critical thinking scores, some students were identified as high or low critical thinkers and subsequently compared ontheir evaluations of developmental claims and perceived sources of information for their evaluations. The critical thinking groups differed in the following respects: High critical thinkers better judged theaccuracy of developmental claims both at the beginning and end of the course; high critical thinkers made greater gains during the course in judging the accuracy of course-related claims; and high andlow critical thinkers differed in the sources of information used in evaluating developmental claims
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