From Climbing Stairs to Riding Waves

Abstract

This article provides a model, measure, and theoretical background for understanding group critical thinking. A research study was designed to test group critical thinking and its relationship to the learning style composition of teams. Groups were composed using a randomized block design based on learning style, and responses to a group exercise were coded for type of critical thinking. Results showed support for a group-level measure of critical thinking based on interrater agreement on codes. Some support was found for differences in critical thinking based on learning style. However, critical thinking was not shown to relate to group cohesion, psychological safety, or efficacy. This study marks the first empirical evidence supporting critical thinking at the group level. It provides a measure that can be used in assessing the level of critical thinking for vocational education and assessing team performance on ill-structured problems.