Methodologies for teaching-learning critical thinking in higher education: The teacher’s view

Bezanilla, María José; Nogueira, Donna Fernández; Poblete, Manuel; Galindo-Domínguez, Héctor

doi:10.1016/j.tsc.2019.100584

Cited by 209 publications

(162 citation statements)

References 35 publications

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“…Within this process, university teachers must be aware of the need for a transformation to adjust their teaching methodologies to the learning of their students, as their way of thinking may generate fixed routines in their teaching practices. That is, the teacher must also reflect on their practices and introduce different and varied methodologies (Bezanilla et al, 2019). According to Facione (2006), critical thinking skills can be taught and learned.…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

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The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Mahdi

Nassar

Almuslamani

2020

IJHE

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Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.

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Section: Critical Thinking Skillsmentioning

confidence: 99%

“…Critical thinking is a capability which is being required by students in their personal and professional life. Therefore, universities must do their most to include it in their classes, programs, and syllabus (Bezanilla, Ferná ndez-Nogueira, Poblete, & Galindo-Domí nguez, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Mahdi

Nassar

Almuslamani

2020

IJHE

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“…(T5) Independent thinking is an ability most expected from students and in the workplace. Hence, the training of independent thinking should be incorporated into the teaching objectives and courses of higher design education [55]. Teachers can encourage students to consider problems from a different perspective in class and guide them to express their ideas with open-ended questions.…”

Section: Independent Thinkingmentioning

confidence: 99%

Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education

Lai

Peng

2019

Sustainability

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Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring "high-quality sustainable teaching", this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student's independent learning ability, the teacher intrigues student's interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student's competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.Sustainability 2020, 12, 28 2 of 27 Sustainable Development. GAP is the most important pillar for UNESCO to support the 2030 Agenda for Sustainable Development and has two goals: (1) To reset education and learning, in order that everyone will have access to knowledge, skills, values, and attitudes, and thus, make contributions to a sustainable future, (2) to improve education and learning in all agendas (i.e., other SDGs) and schemes to publicize sustainable development [4]. The UNDESD advocates incorporating Education for Sustainable Development into educational policies, and while it offers relevant suggestions and guidelines, it is not a mandatory rule for all. Hence, there are some difficulties and challenges in putting it into practice [5][6][7].In summary, this study aims to understand the importance of sustainable education. Education is not only to impart knowledge and guide the development of personal careers but also to guide the hope of our advancement. "Design" is representative of creativity and aesthetics. In the current environment, people realize that "design is a national strength" and "creativity is competitiveness" [8]. Due to industrial demands and the influence of government policies, the number of higher education schools equipped with design-related departments in Taiwan is increasing year by year. Therefore, design education has become a vigorous eye-catching research area [9]. Higher education institutions (HEIs) continuously strive to develop and deliver impactful educational programs, thus, they perform p...

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“…The success of the QASEE learning model in improving the pre-service teachers' critical thinking skills is inseparable from its learning syntax, which as mentioned earlier consists of questioning, answering, sharing, extending, and evaluating. The learning syntax has provided space for the pre-service teachers to think through questions, cooperative learning groups, oral presentations, authentic learning activities, and written reflections, which was summarized as an effective activity to improve critical thinking skills in higher education (Bezanilla et al, 2019). The syntax also mediates pre-service teachers to think independently and practice logical communication, which is believed to be important to become a critical teacher (Kusaeri & Aditomo, 2019).…”

Section: Learning Models and Critical Thinking Skillsmentioning

confidence: 99%

“…It is reported that 38% of the university students very agree and 41% of the university students agree that the activity of making high-level questions, though difficult, helps construct their critical thinking skills (DeWaelsche, 2015). In addition, the questioning activity is also reported as an effective learning method and is favored by university teachers to improve critical thinking skills (Bezanilla et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Saputri¹,

Aloysius²,

Susilo³

et al. 2020

EUROPEAN J ED RES

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Research on critical thinking skills has been frequently carried out, but it has not shown maximum results. This problem is exacerbated by the differences in pre-service teachers' academic abilities. A new learning model that can improve pre-service teachers' critical thinking skills and reduce the gap in critical thinking skills among the upper, middle, and lower academic ability pre-service teachers is needed. This research aims at exploring the potential of the QASEE learning model on the critical thinking skills of different academic ability. This quasi-experimental research involved 107 pre-service teachers of Universitas Islam Negeri Raden Fatah, Indonesia. The research classes were divided into three classes, namely the QASEE class (experimental class), the RQA class (positive control class), and the conventional class (negative control class). Each class was further divided into upper, middle, and lower academic categories. The data were collected using an essay test supported by a critical thinking skill rubric. The data were analyzed by using ANCOVA and followed by LSD test. The research results show that the QASEE (Questioning, Answering, Sharing, Extending, and Evaluating) learning model can improve and equalize the critical thinking skills of pre-service teachers with various academic levels. Thus, the QASEE learning model can be used as a new reference to improve pre-service teachers' critical thinking skills, especially the lower academic ability.

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Methodologies for teaching-learning critical thinking in higher education: The teacher’s view

Cited by 209 publications

References 35 publications

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

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