Impact of Computer-Assisted Instruction in Hydrogeology on Critical-Thinking Skills

Abstract

Although studies demonstrate that computer-assisted instruction (CAI) can be effective for enhancing basic cognitive skills such as rote memory, the role of CAI in developing higher-order critical-thinking skills such as problem solving remains uncertain. Using principles from cognitive psychology, the impact of a hydrogeological CAI laboratory on student problem-solving skills is assessed. Problem-solving skill is measured by statistical analyses of the ability to transfer concepts across disciplinary domains. Results suggest that in comparison to traditional instruction, the CAI laboratory focuses student attention on fundamental principles and is effective in developing problem-solving skills, particularly for students with stronger backgrounds in math and science.