How to value critical thinking in the political science classroom

John LaForest Phillips

Chapter 5 in Teaching Critical Thinking in Political Science, 2025, pp 48-62 from Edward Elgar Publishing

Abstract: This chapter examines how assignment stakes and tailored instructional exercises affect CT outcomes. Analyzing essay scores and standardized test results, the author finds that increased stakes can lead to higher CT performance, especially for students who already demonstrate higher proficiency. Scaffolded preparatory exercises designed to prime self-reflection and logical inference provide moderate benefits but are less effective for students at the extremes of the skill distribution. To make sense of the findings, the study proposes that CT development requires attention to both skill enhancement and motivation, highlighting the importance of course designs that balance these elements. These findings underscore the need for further research on how diverse interventions impact various student demographics, ultimately contributing to a better understanding of CT pedagogy in higher education.

Keywords: Critical thinking; High-stakes testing; Scaffolding; Domain specificity (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035327539
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