From theory to practice: critical thinking as a multifaceted concept
Barnaby, Beverley (2016) From theory to practice: critical thinking as a multifaceted concept. Journal of Perspectives in Applied Academic Practice, 4 (3) . pp. 40-47. ISSN 2051-9788 [Article] (doi:10.14297/jpaap.v4i3.209)
|
PDF (Short Journal Article: Assessing Critical Thinking in Higher Education)
- Published version (with publisher's formatting)
Download (1MB) | Preview |
Abstract
In this article I reflect on the problem that critical thinking skills are simultaneously seen as important in higher education, and yet remain difficult to define. I draw on a small pilot study to explore the various dimensions to critical thinking and the extent to which students and their tutors identify similar characteristics as being of equal importance. Participants were also asked to reflect on the attainment level of students in critical thinking. The results of this pilot study suggest that, whilst all participants agree on the importance of critical thinking skills, there are some variations in how they understand the term and the extent to which they judge that students employ these skills.
| Item Type: | Article |
|---|---|
| Research Areas: | A. > School of Health and Education |
| Item ID: | 21144 |
| Notes on copyright: | © 2016 Journal of Perspectives in Applied Academic Practice. Creative Commons License: This work is licensed under a Creative Commons Attribution 3.0 License. http://creativecommons.org/licenses/by/3.0/ |
| Useful Links: | |
| Depositing User: | Beverley Barnaby |
| Date Deposited: | 19 Jan 2017 17:21 |
| Last Modified: | 29 Nov 2022 21:39 |
| URI: | https://eprints.mdx.ac.uk/id/eprint/21144 |
Actions (login required)
 |
View Item |
Statistics
Additional statistics are available via IRStats2.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)