CoChat
Sign Up
Cited by 165Education and Critical Thinking DevelopmentEducational Strategies and EpistemologiesInnovative Teaching and Learning Methods

Peer interaction and the learning of critical thinking skills in further education students

Anderson, Tony, Howe, Christine, Soden, Rebecca, Halliday, John, Low, Jennifer·2001·Instructional Science
DOI 10.1023/a:1026471702353
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1023/a:1026471702353

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Small-group research provides compelling evidence that expression and reasoned discussion of differences of opinion supports both academic attainment and general reasoning.

    “This research provides compelling evidence for the third of the above themes: the expression and reasoned discussion of differences of opinion has been shown repeatedly to support both academic attainment and general reasoning”

    From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Anderson, Howe, Soden, Halliday, & Low, 2001

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J.
Affiliations
University of Strathclyde (GB)
Venue
Instructional Science
Publisher
Springer Science and Business Media LLC
Published
2001-01
Volume
29
Issue
1
Pages
1-32
ISSN
  • 0020-4277 (ISSN-L)
  • 1573-1952
DOI
10.1023/a:1026471702353
OpenAlex
W2145317757
Cited by
165
References
1
Citations by year
2026: 6 · 2025: 10 · 2024: 6 · 2023: 3 · 2022: 3 · 2021: 6 · 2020: 6 · 2019: 9 · 2018: 10 · 2017: 7 · 2016: 7 · 2015: 4 · 2014: 10 · 2013: 4 · 2012: 8
FWCI
22.33
Type
journal article
Language
en
Open access
closed
Licence
Locations
Instructional Science (publishedVersion)
Funders
Economic and Social Research Council
Topics
  • Social Sciences › Education › Education and Critical Thinking Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
critical thinking skills, peer interaction, further education students, vocational education, evidence-based reasoning, modeling, project work, transfer of learning, student dialogue

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review