In Search of Critical Thinking in Psychology: An Exploration of Student and Lecturer Understandings in Higher Education

Duro, Elaine; Elander, James; Maratos, Frances A.; Stupple, Edward J. N.; Aubeeluck, Aimée

doi:10.2304/plat.2013.12.3.275

Cited by 20 publications

(17 citation statements)

References 12 publications

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“…The third factor, 'Misconceptions', measured avoidance of critical thinking or misconceptions of critical thinking. These factors were consistent with reported experiences of students regarding issues of confidence and self-efficacy, perceived utility, and avoidance of critical thinking (Duro et al, 2013).…”

Section: Discussionsupporting

confidence: 79%

“…For example, teaching sessions on critical thinking could use the items from the questionnaire to generate conversations that establish the expectations academics have regarding critical thinking, or for students to highlight areas where they have concerns. In the Duro et al (2013) study some students reported not having previously thought about the concept of critical thinking, the CriTT could be used to encourage such students to reflect on the role of critical thinking in their studies.…”

Section: Discussionmentioning

confidence: 99%

“…Using the transcripts from interviews and focus groups conducted by Duro et al (2013), themes were examined to develop potential items for the critical thinking scale. Items were generated to reflect the themes produced by both academics and students (as reported in Duro et al), and through reviewing the critical thinking literature.…”

Section: Item Generationmentioning

confidence: 99%

“…For example, in a qualitative study Duro, Maratos, Elander, Stupple and Aubeeluck (2013) conducted interviews and focus groups with psychology students and staff. They found a range of attitudes and beliefs regarding critical thinking, which may have the potential to influence the ability of students to demonstrate their critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Stupple

Maratos

Elander

et al. 2017

Thinking Skills and Creativity

Self Cite

109

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Critical thinking is an important focus in higher education and is essential for good academic achievement. We report the development of a tool to measure critical thinking for three purposes: (i) to evaluate student perceptions and attitudes about critical thinking, (ii) to identify students in need of support to develop their critical thinking, and (iii) to predict academic performance. Seventy-seven items were generated from focus groups, interviews and the critical thinking literature. Data were collected from 133 psychology students. Factor Analysis revealed three latent factors based on a reduced set of 27 items. These factors were characterised as: Confidence in Critical Thinking; Valuing Critical Thinking; and Misconceptions. Reliability analysis demonstrated that the sub-scales were reliable. Convergent validity with measures of grade point average and argumentation skill was shown, with significant correlations between subscales and validation measures. Most notably, in multiple regression analysis, the three sub-scales from the new questionnaire substantially increased the variance in grade point average accounted for by measures of reflective thinking and argumentation. To sum, the resultant scale offers a measure that is simple to administer, can be used as a diagnostic tool to identify students who need support in developing their critical thinking skills, and can also predict academic performance.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Item Generationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Stupple

Maratos

Elander

et al. 2017

Thinking Skills and Creativity

Self Cite

109

View full text Add to dashboard Cite

show abstract

“…Similarly, it is a needed skill for students as it can assist them to be in contact with their cognitive abilities and spiritual questions, and it can be used to evaluate people, policies, and institutions, thereby avoiding social problems (Hatcher & Spencer as cited in Duron, Limbach, & Waugh, 2006). As it is the case, a great deal of research related to critical thinking has been conducted in different countries (Duro, Elander, Maratos, Stupple, & Aubeeluck, 2013;Ennis, 1991;Facione & Facione, 1992;Mkandawire & Walubita, 2015;Rodzalan & Saat, 2015;Zhang & Sternberg, 2001). These studies noted that a critical thinking skill is inadequate among students.…”

Section: Related Workmentioning

confidence: 99%

Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

Moeti

Mgawi²,

Moalosi³

2016

JEL

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Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical thinking among teacher trainees. Data was collected from Cohort 2015/16 PGDE students, through one on one interview with 59 students and 2 focus group discussions comprising five students in each focus group between April to June 2016. The findings revealed that the teacher trainees had a lower description of critical thinking during interviews, but refined during focus group discussions; however, the students were wide aware of factors influencing their inabilities to think critically during their training. These finding clearly indicated that most students were not applying critical thinking during their training. Through the interviews and focus group discussion, the study also identified strategies to promote the application of critical thinking in areas of programme content, teaching and assessment methods and techniques, programme logistics and personal attributes. The findings are instrumental to various key stakeholders. Specifically, the findings inform education institutions, teacher educators and students on how to promote critical thinking during teacher training. The study was qualitative, as such the findings will not be generalised. As such a similar study is recommended among the PGDE and other students but using quantitative and or mixed methods to allow inferences and generalisations.

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A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

Chevron

2014

Perspectives in Science

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Developing meaningful learning is not only difficult to achieve but also time consuming, because it requires a large number of different skills to develop and master. Many studies have shown that organizing knowledge in concept maps helps teachers and students to develop such a meaningful learning (Nesbit, J.C., Adescope, O.O., 2006. Learning with concept and knowledge maps: a metaanalysis. Rev. Educ. Res. 76:3, 413-446). . Longman, New York), this study proposes to characterize and to organize precisely, rigorously, and operationally in a two-dimensional matrix, the skills exercised during the elaboration of concept maps, here referred to as context-dependent and hierarchically structured concept maps (sCM). These skills correspond to those actually needed in transfer of knowledge, and the matrix could be used as an instructional tool to assist learners and teachers in this transfer. In addition it allows them to pay attention to the cognitive processes and types of knowledge involved during sCM elaboration. Making explicit the taxonomic levels of cognitive efforts implemented while organizing knowledge in a concept map could constitute a useful metacognitive tool to focus the teachers and learners' attention and efforts towards achieving higher-order thinking skills and meaningful learning.Please cite this article as: Chevron, M.-P., A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps. Perspectives in Science (2014), http://dx.

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In Search of Critical Thinking in Psychology: An Exploration of Student and Lecturer Understandings in Higher Education

Cited by 20 publications

References 12 publications

Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

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