Journal of Animal Science, Vol 80, Issue 3 862-865, Copyright © 2002 by American Society of Animal Science

JOURNAL ARTICLE

Use of critical interactive thinking exercises in teaching reproductive physiology to undergraduate students

M. W. Peters, M. F. Smith and G. W. Smith
Department of Animal Science, Michigan State University, East Lansing 48824-1225, USA.

In higher education, increasing emphasis is being placed on the use of new technologies in the classroom. However, the emphasis needs to be placed on methods that truly enhance understanding and knowledge retention. Class discussions help students understand and retain information previously presented in lecture format. Furthermore, if students are challenged to critically evaluate, communicate, and defend their ideas, knowledge retention and understanding will increase even more. Critical interactive thinking exercises (CITE) were employed at two different universities to enhance student knowledge retention and promote the development of critical thinking. Applicability of CITE to undergraduate learning was assessed over a 3-yr period in the undergraduate reproductive physiology courses at Michigan State University and the University of Missouri-Columbia. For each exercise, students were challenged to prepare a one-page, double-spaced composition addressing an incompletely understood phenomenon or problem-solving situation related to the reproductive system. In preparing their compositions, students were encouraged to use information previously presented in lecture plus outside information to develop their ideas. Students were required to formulate and defend a hypothesis or approach to the problem presented. At the subsequent class period, students were divided into groups of three to four, in which they interactively discussed their ideas. Each group member was challenged to defend his or her hypothesis and explanation and to persuade other group members to adopt their ideas. Each group then arrived at a consensual opinion that was presented during a discussion by the entire class. The class then debated the merits of each group's hypothesis or explanation and the supporting arguments presented. At first, the students were apprehensive about the CITE, particularly about communicating and defending ideas with their classmates. However, course evaluations showed that 131 out of 137 students considered the CITE a positive experience that enhanced learning. Additionally, 131 out of 137 students reported that the CITE enhanced their critical thinking skills. We feel that the use of CITE in teaching reproductive theory to undergraduate students fosters critical thinking skills, communication skills, and knowledge retention. The general concept can be readily applied to courses in other subject areas in the animal sciences.

This article has been cited by other articles:

				R. S. Kensinger and L. D. Muller Major advances in teaching dairy production. J Dairy Sci, April 1, 2006; 89(4): 1155 - 1162. [Abstract] [Full Text] [PDF]

				W. R. Lamberson and M. F. Smith Encouraging science reading beyond the curriculum J Anim Sci, August 1, 2005; 83(8): 1972 - 1975. [Abstract] [Full Text] [PDF]