Experienced tutors’ deployment of thinking skills and what might be entailed in enhancing such skills
Bibliographic Data
| ID | 11424172 |
|---|---|
| Authors | Rebecca Soden (0000-0003-2657-0485, University of Strathclyde, corresponding author), Effie Maclellan (0000-0002-5171-0921, University of Strathclyde) |
| Year | 2004 |
| Volume | 23 |
| Issue | 4 |
| Pages | 335-349 |
| Publication date | 2004-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/026037042000233485 |
| OpenAlex | W2088417115 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
In the context of research that reports weaknesses in adults’ critical thinking skills, the primary aim was to examine adults’ use of critical thinking skills that are described in taxonomies and to identify areas for development. Position papers written by an opportunity sample of 32 experienced adult educators formed the data for a descriptive sample survey design intended to reveal participants’ use of critical thinking skills. Each 6000‐word paper was written during a development programme that supported such skills. A content analysis of the papers revealed that when participants drew on personal and published ideas about learning to derive their proposals for change, they accepted the ideas uncritically, thereby implying that they might find it difficult to help learners to examine ideas critically. The evidence supports research that implies that critical thinking skills are unlikely to develop unless overall course design privileges the development of epistemological understanding (King and Kitchener , Kuhn ). A fundamental assumption underlying the study is that this understanding influences effective citizenship and personal development, as well as employability. A proposition that merits attention in future research is that the development of epistemological understanding is largely neglected in current curricula in formal post‐16 education
Context (archaeology · Critical thinking · Curriculum · Employability · Epistemology · Pedagogy · Proposition · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Reflective Practices in Education
Thinking in Education
The Skills of Argument
A reconceptualisation of the research into university academics' conceptions of teaching
The practice of learning
Understanding Transformation Theory
Rethinking vocational education
Learning-to-learn strategies as a basis for effective lifelong learning
A Developmental Model of Critical Thinking
Breaking the Consensus
Individual and Social Aspects of Learning
Situated Cognition and the Culture of Learning
The role of theory in a pedagogical model for lecturers in higher education
Critical thinking assessment
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |