The Teaching of Critical Thinking

Swartz, Ronald; Richmond, Sheldon

doi:10.1007/978-94-6209-626-4_6

Cited by 1 publication

(2 citation statements)

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“…One of the methodologies based on this idea is thinking-based learning (TBL), , which aims to develop more intricate thinking skills in students, far beyond pure memorizing. In other words, TBL promotes effective or skillful thinking, which refers to the use of proper thinking skills for specific tasks, which are conducted by the common sense of the thinker (metacognition) and are honed by appropriate habits of mind.…”

Section: Introductionmentioning

confidence: 99%

“…The way in which TBL promotes the development of high order thinking skills is through the use of activities such as raising examples or making complex questions about curriculum contents. Nevertheless, the most relevant differential aspect of TBL is that teachers explicitly tell the students the thinking skills that they are learning in order to allow them to reflect on those skills (metacognition) . These teaching strategies contrast with those used in other active methodologies which also contribute to the developmental thinking skills, such as project-based learning, based on the execution of a project or plan over several sessions in order to apply and develop skills, or problem-based learning, focused on solving different problems.…”

Section: Introductionmentioning

confidence: 99%

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Thinking-Based Learning at Higher Education Levels: Implementation and Outcomes within a Chemical Engineering Class

2021

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The teaching methodology known as thinking-based learning (TBL) is presented here in the scope of a chemical engineering class. This method has been tested experimentally for the past six years within a chemical engineering class which belongs to the chemistry bachelor’s degree in the Complutense University of Madrid (Spain). Specifically, TBL was implemented by teaching complex concepts through comprehensive real-life examples. The study has revealed a positive outcome on the students’ academic performance, as an increased number of them take the final exam (around 40% more) and pass the class (about 27% increase), when compared to previous courses in which a more traditional teaching method was carried out. In addition, mostly positive feedback was received from the students that took the classes regarding the TBL approach. More than 81% of them think that this methodology is suitable and effective for teaching most chemical engineering concepts and expressed satisfaction toward this approach versus a classic one. On the other hand, many students feel that this technique would reduce the absenteeism because they are enjoying themselves even while learning commonly considered overwhelming chemical engineering concepts. The most frequently used adjectives by the students when describing this technique are “pleasant” and “entertaining”. Furthermore, the experience has encouraged some students to collaborate in the development of this teaching approach for other classes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%