Keywords:
Reasoning, Critical thinfing, Metacognitive awarenessAbstract
The main objective of this study has been the evaluation of an instructional program for improving the quality of reasoning and critical thinking of students 12 to 14 years old when they have to deal with argumentative texts. The program has been designed to promote metacognitive awareness in relation to reasoning bias and errors when confronted with arguments and explanations of different sorts included in academic texts. Because of this, it can be characterised as metacognitively oriented and contextualised in content areas. The effectiveness of this program has been tested in relation to the effectiveness of a program designed in a parallel way but centred on the thematic content of instruction. 84 subjects divided in four groups, experimental and control, participated in the study. Training was extended over a period of 50 hours, two hours a week. Program effectiveness was assessed through a new battery of tests. Results have shown the superiority of experimental subjects trained under the main program in almost all measures. The importance of these results for the theories of learning and instruction is discussed.
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