Peter Ellerton

Datos Biográficos

ID7999714
NOMBREPeter Ellerton
NOMBRESPeter
APELLIDOEllerton
FIRMAELLERTON P
AFILIACIONESThe University of Queensland
ORCID0000-0002-6588-376X
VERIFICADOSí
TOTAL DE OBRAS7
TOTAL DE CITAS0
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2018
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H0

  • Identifying Flawed Reasoning in Contrarian Claims about Climate Change

    Ruby Flack, John Cook et al.ARTICLEEnvironmental Communication2026

    While climate change grows as an environmental and societal emergency, misinformation about climate change continues to hinder necessary action. An important step towards neutralizing climate misinformation is identifying the misleading rhetorical techniques used to confuse the public. We expand on previous critical thinking research, developing a detailed methodology for deconstructing and analyzing real-world misinformation. Applying our extend…

  • Understanding the Social and Cognitive Nature of Collaboration

    Open AccessPeter Ellerton, Kathy Smith et al.ARTICLEEducation Sciences2025

    Understanding how cognition develops as a result of collaboration is a continuing educational endeavour along with identifying effective strategies and understandings related to collaborative learning. With this endeavour in mind, this paper reports on findings from a research project that examined the mechanisms and processes utilised by teachers to enhance collaboration in a problem-based learning approach to school-based STEM education. The re…

  • The impact of education in critical thinking on leadership in police and emergency services

    Yael M Leibovitch, Deborah J Brown et al.ARTICLEPolice Practice and Research2025

    Critical thinking is a widely acknowledged asset for police and emergency services leadership but under-represented in leadership development programs. This study investigates how explicit development of critical thinking affects leadership understanding and practice among these groups. Employing a qualitative case study design, data were collected through focus groups and semi-structured interviews with participants in the Australian Institute o…

  • Working from theory

    Hind Hegazy, Peter Ellerton et al.ARTICLEEducational Action Research2023

    This paper describes how an action research process, centred around aprofessional development program for teaching critical thinking, enabled teachers in aspecialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that awell-structured action research approach supports and enables teachers to link theory to practice in develo…

  • Principles of Problem-Based Learning (PBL) in STEM Education

    Open AccessKathy Smith, Nicoleta Maynard et al.ARTICLEEducation Sciences2022

    Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. Howev…

  • Reichenbachian Common Cause Clusters

    Open AccessClaudio Mazzola, David Kinkead et al.ARTICLEErkenntnis2022

  • Deconstructing climate misinformation to identify reasoning errors

    Open AccessJohn Cook, Peter Ellerton et al.ARTICLEEnvironmental Research Letters2018

    Misinformation can have significant societal consequences. For example, misinformation about climate change has confused the public and stalled support for mitigation policies. When people lack the expertise and skill to evaluate the science behind a claim, they typically rely on heuristics such as substituting judgment about something complex (i.e. climate science) with judgment about something simple (i.e. the character of people who speak abou…