Macro and Micro Strategies to Stimulate Students’ Criticality

Research output: Contribution to journalArticle

Abstract

Critical thinking (CT) is a long lasting legacy in higher education. Thus university academics strive to cultivate disciplinary based CT in their disciplines. Such a task is equally challenging in postgraduate and undergraduate courses. This study investigated macro and micro strategies that academics adopt in
their teaching and assessment to enhance students’ CT at one university in the schools of Physical Sciences, Engineering, Humanities and Business. The study included 20 interviews with academics and the qualitative analysis of their summative and formative assessment tasks. The study shows that CT
is an essential transferable and a meta-cognitive skill that helps transforming students to be workplace ready. The study identifies that formative assessment and continuous teacher feedback and reflective learning tasks as major contributors in developing self-directed learning. The study also indicates
several teacher-related and student-related challenges in developing holistic thinking with a subtle shift between scaffolded and independent learning and negotiating students’ limited critical reading skills and written skills in argumentation.
Original languageEnglish
Pages (from-to)2726-2734
Number of pages9
JournalInternational Journal for Cross-Disciplinary Subjects in Education
Volume7
Issue number1
DOIs
Publication statusPublished - Mar 2016
Externally publishedYes

Fingerprint

student
learning
engineering science
university
teacher
argumentation
workplace
Teaching
interview
school
education

Cite this

@article{b51b478ba42c4ce5a04b9a6205f4d976,
title = "Macro and Micro Strategies to Stimulate Students’ Criticality",
abstract = "Critical thinking (CT) is a long lasting legacy in higher education. Thus university academics strive to cultivate disciplinary based CT in their disciplines. Such a task is equally challenging in postgraduate and undergraduate courses. This study investigated macro and micro strategies that academics adopt intheir teaching and assessment to enhance students’ CT at one university in the schools of Physical Sciences, Engineering, Humanities and Business. The study included 20 interviews with academics and the qualitative analysis of their summative and formative assessment tasks. The study shows that CTis an essential transferable and a meta-cognitive skill that helps transforming students to be workplace ready. The study identifies that formative assessment and continuous teacher feedback and reflective learning tasks as major contributors in developing self-directed learning. The study also indicatesseveral teacher-related and student-related challenges in developing holistic thinking with a subtle shift between scaffolded and independent learning and negotiating students’ limited critical reading skills and written skills in argumentation.",
author = "Maya GUNAWARDENA",
year = "2016",
month = "3",
doi = "10.20533/ijcdse.2042.6364.2016.0371",
language = "English",
volume = "7",
pages = "2726--2734",
journal = "International Journal for Cross-Disciplinary Subjects in Education",
issn = "2042-4639",
number = "1",

}

Macro and Micro Strategies to Stimulate Students’ Criticality. / GUNAWARDENA, Maya.

In: International Journal for Cross-Disciplinary Subjects in Education, Vol. 7, No. 1, 03.2016, p. 2726-2734.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Macro and Micro Strategies to Stimulate Students’ Criticality

AU - GUNAWARDENA, Maya

PY - 2016/3

Y1 - 2016/3

N2 - Critical thinking (CT) is a long lasting legacy in higher education. Thus university academics strive to cultivate disciplinary based CT in their disciplines. Such a task is equally challenging in postgraduate and undergraduate courses. This study investigated macro and micro strategies that academics adopt intheir teaching and assessment to enhance students’ CT at one university in the schools of Physical Sciences, Engineering, Humanities and Business. The study included 20 interviews with academics and the qualitative analysis of their summative and formative assessment tasks. The study shows that CTis an essential transferable and a meta-cognitive skill that helps transforming students to be workplace ready. The study identifies that formative assessment and continuous teacher feedback and reflective learning tasks as major contributors in developing self-directed learning. The study also indicatesseveral teacher-related and student-related challenges in developing holistic thinking with a subtle shift between scaffolded and independent learning and negotiating students’ limited critical reading skills and written skills in argumentation.

AB - Critical thinking (CT) is a long lasting legacy in higher education. Thus university academics strive to cultivate disciplinary based CT in their disciplines. Such a task is equally challenging in postgraduate and undergraduate courses. This study investigated macro and micro strategies that academics adopt intheir teaching and assessment to enhance students’ CT at one university in the schools of Physical Sciences, Engineering, Humanities and Business. The study included 20 interviews with academics and the qualitative analysis of their summative and formative assessment tasks. The study shows that CTis an essential transferable and a meta-cognitive skill that helps transforming students to be workplace ready. The study identifies that formative assessment and continuous teacher feedback and reflective learning tasks as major contributors in developing self-directed learning. The study also indicatesseveral teacher-related and student-related challenges in developing holistic thinking with a subtle shift between scaffolded and independent learning and negotiating students’ limited critical reading skills and written skills in argumentation.

U2 - 10.20533/ijcdse.2042.6364.2016.0371

DO - 10.20533/ijcdse.2042.6364.2016.0371

M3 - Article

VL - 7

SP - 2726

EP - 2734

JO - International Journal for Cross-Disciplinary Subjects in Education

JF - International Journal for Cross-Disciplinary Subjects in Education

SN - 2042-4639

IS - 1

ER -