Thinking critically about critical thinking in higher education
Thinking critically about critical thinking in higher education
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批判性思考高等教育中的批判性思维
DOI：
10.20429/ijsotl.2010.040209
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
N. Bahr
中科院分区：
文献类型：
--
作者：
Margaret Lloyd;N. Bahr
关于高等教育中批判性思维的文献是围绕着一个基本假设构建的，这个假设虽然被认为是必不可少的，但既不清楚也不普遍理解。还有其他证据表明，学者和学生对大学课堂上发生的事情有不同的看法，特别是在高阶思维方面。本文报告了在澳大利亚一所大学的教育学院对学术和学生对批判性思维的定义和理解进行的小规模调查。我们特别感兴趣的是学术人员和学生之间存在的一致性和脱节。因此，我们的假设可能是，教职员工和学生对批判性思维的理解不同，这可能会限制批判性思维作为一种关键毕业生特质的成就。与现有的研究结果相反，这项研究的关键发现是，学者和学生对批判性思维的定义和理解确实非常相似。
The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order thinking. This paper reports on a small-scale investigation in a Faculty of Education at an Australian University into academic and student definitions and understandings of critical thinking. Our particular interest lay in the consistencies and disconnections assumed to exist between academic staff and students. The presumption might therefore be that staff and students perceive critical thinking in different wa ys and that this may limit its achievement as a critical graduate attribute. The key finding from this study, contrary to extant findings, is that academics and students did share substantively similar definitions and understandings of critical thinking.