Teaching Critical Thinking in Political Science: A Case Study

Abstract

Many argue that critical thinking is a democratic necessity, a valuable career readiness skill, and a key learning outcome of political science education. Research suggests that critical thinking training is most effective when students are explicitly taught critical thinking skills and develop valuation of and self-efficacy in utilizing these skills. This paper reports on a case study of explicit critical thinking skills awareness and practice training in a second-year political science class. Pre- and post-test analyses found statistically significant increases in students’ self-rated valuation of critical thinking and self-efficacy. The instructor felt that the explicit linking of the class course material to the critical thinking sessions promoted quality class discussions of the core course material.

Keywords:

• Critical thinking
• Undergraduate education
• Active learning
• skill development

Acknowledgments

We thank Kendra Schreiner for her research assistance with the literature review and Colleen Bell, Wendy James, Renan Levine, and JP Lewis for their feedback on an earlier draft of this paper.

Disclosure statement

The authors have no affiliation or involvement in an organization or entity with a financial or non-financial interest in the subject matter or materials discussed in this manuscript.

Notes

1 In a study of how 157 students themselves defined critical thinking, Chenault and Duclos-Orsello (2008) found over 100 definitions.

Additional information

Notes on contributors

Loleen Berdahl

Loleen Berdahl is Professor and Head in the Department of Political Studies at the University of Saskatchewan.

Carolyn Hoessler

Carolyn Hoessler is Curriculum Specialist at OCAD University.

Stephanie Mulhall

Stephanie Mulhall is the Assessment and Planning Coordinator for the student support unit at the University of Saskatchewan.

Kimberley Matheson

Kimberley Matheson is Career Counselor at the University of Saskatchewan.