This thesis involved researching the topics of (a) adult learning; (b) critical thinking; (c) the teaching tools of questioning, guided discussion, and critically reflective writing; (d) popular culture; and (e) Star Trek. The study concentrated on questioning and guided group discussion as two "teaching tools for developing in-depth understanding" (Apps, 1991, p. 57); my third area of focus was critically reflective writing. The research questions asked in this thesis were (a) Is popular culture a valid pathway to learning? and (b) Can Star Trek be used to stimulate a critical-thinking process?;The thesis research project focused on using Star Trek to stimulate a critical-thinking process in first-year developmentally taught college students. Two customized teaching modules were developed and tested in preparatory English. This was a two-stage research project. Stage one field-tested a teaching module using Star Trek in existing basic college reading and writing courses. Stage two analyzed student and instructor responses to the teaching module. Results suggested that Star Trek, a product and expression of American popular culture, could serve as an effective stimulus in a critical-thinking process with developmentally taught students if properly inserted into existing curriculum. Effectiveness could be more pronounced among older learners having strong recognition of the Star Trek phenomenon.
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