Picture of boy being examining by doctor at a tuberculosis sanatorium

Understanding our future through Open Access research about our past...

Strathprints makes available scholarly Open Access content by researchers in the Centre for the Social History of Health & Healthcare (CSHHH), based within the School of Humanities, and considered Scotland's leading centre for the history of health and medicine.

Research at CSHHH explores the modern world since 1800 in locations as diverse as the UK, Asia, Africa, North America, and Europe. Areas of specialism include contraception and sexuality; family health and medical services; occupational health and medicine; disability; the history of psychiatry; conflict and warfare; and, drugs, pharmaceuticals and intoxicants.

Explore the Open Access research of the Centre for the Social History of Health and Healthcare. Or explore all of Strathclyde's Open Access research...

Image: Heart of England NHS Foundation Trust. Wellcome Collection - CC-BY.

Peer interaction and the learning of critical thinking

Anderson, T. and Soden, Rebecca (2001) Peer interaction and the learning of critical thinking. Psychology Learning and Teaching, 1 (1). pp. 37-40. ISSN 1475-7257

Full text not available in this repository. Request a copy from the Strathclyde author


The ability to conduct reasoned argument (to support opinions with non-spurious evidence, to anticipate what evidence would support alternative opinions, to weigh the quality of competing items of evidence, and so on) is a key component of critical thinking. Kuhn (1991) suggested that practice might help improve thinking skills, and in particular that peer-based practice would be effective in improving such skills. Three studies that attempted to use peer interaction to help enhance students’ argumentative reasoning skills are briefly reviewed. Some evidence is provided that supports Kuhn’s advocacy of peer-based practice; however, some of the studies have supplemented the peer-based element of the situation with a more traditional, instructionbased teaching component. Nevertheless, it is concluded that peer interaction is a potentially useful method for helping inculcate thinking skills.