Abstract
Students learned to use a five-part model of critical thinking by applying it to ethical issues related to psychology. During an interdisciplinary course on ethical reflection, 24 senior-level students learned to identify a claim, the evidence for that claim, a general rule that connects the claim and evidence, a rebuttal to the claim, and a qualifier indicating the strength of the argument. The students applied the model to a variety of ethical issues during the semester to gain skill in using the model. Scores on the Cornell Critical Thinking Tests (Ennis, Millman, & Tomko, 1985) were significantly higher at the end of the course than at the beginning of the course. Application of this model to other courses is suggested.
Get full access to this article
View all access options for this article.