标题： 工具箱和给学生一把锤子：提示和指导对学生批判性思维的影响 显示英文标题

标题： Toolboxes and handing students a hammer: The effects of cueing and instruction on getting students to think critically

摘要： 发展批判性思维技能是本科物理课程的共同目标。 学生如何理解证据以及他们如何利用这些证据？ 在本研究中，我们通过入门物理实验课程中的书面笔记本评估了学生的批判性思维行为。 我们将结构化定量探究实验室（SQILabs）课程中的学生行为与对照组进行了比较，并通过程序提示评估了这些行为的脆弱性。 我们发现，SQILabs 通常在提高学生关于数据的推理质量和从数据中做决策方面是有效的。 然而，这些推理和理解方面的改进被一个程序提示所阻碍。 我们通过认识论框架和任务导向的视角描述了这些行为的变化，这些框架和导向是由教学策略引发的。 显示英文摘要

摘要： Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the Structured Quantitative Inquiry Labs (SQILabs) curriculum to a control group and evaluated the fragility of these behaviors through procedural cueing. We found that the SQILabs were generally effective at improving the quality of students' reasoning about data and making decisions from data. These improvements in reasoning and sensemaking were thwarted, however, by a procedural cue. We describe these changes in behavior through the lens of epistemological frames and task orientation, invoked by the instructional moves.