A Review of Research on Critical Thinking. ASHE Annual Meeting Paper.Reportar como inadecuado




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This paper reviewed the research on critical thinking among college students. A total of 62 studies were identified and reviewed. About 62 percent of the studies were longitudinal in nature, and 13 of the 23 studies that attempted to measure student growth in critical thinking employed a cross-sectional design. While a large body of the findings suggested that students grow in critical thinking while in college, much inconsistency emerged as to the factors that affected this growth. Given that studies in this area tend to be homogenous to the extent that they pose the same research questions and employ similar research tools, a surprising amount of inconsistency emerged from the study results. A number of studies suggested that college students make the greatest gains in critical thinking during their freshman year, while courses or programs specifically designed to improve critical thinking have demonstrated mixed results. In comparison to courses taught in a more traditional manner, greater gains in critical thinking scores were found for courses with an instructional paradigm emphasizing problem solving or critical thinking, class participation, and inquiry and higher-order thinking. (Contains 83 references.) (MDM)

Descriptors: Class Activities, College Freshmen, College Instruction, College Students, Critical Thinking, Educational Research, Higher Education, Influences, Student Participation, Thinking Skills











Autor: Tsui, Lisa

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7931&id=ED427572







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