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Displaying: 31-35 of 35 documents


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31. Inquiry: Critical Thinking Across the Disciplines: Volume > 23 > Issue: 1/2
Elizabeth J. Allan, Susan V. Iverson Cultivating Critical Consciousness: Service-Learning in Higher Education
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In this article, we blend the Piagetian informed understanding of critical thinking with the scholarship of critical theory to analyze service-Iearning as a pedagogical strategy to promote critically conscious thinking among Students in higher education. We draw from our teaching experiences and student reflections in three different courses at two universities. In these courses, service-leaming was designed to: promote understandings of course content related to societal systems of advantage and disadvantage, develop self-awareness, promote understanding of sociocultural identity differences, and to instill a sense of responsibility for social change. Recommendations are provided.
32. Inquiry: Critical Thinking Across the Disciplines: Volume > 23 > Issue: 1/2
Sandra M. Estanek, Patrick G. Love Critical Thinking and Seamless Learning: A Post-Modern Approach
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33. Inquiry: Critical Thinking Across the Disciplines: Volume > 23 > Issue: 1/2
David G. Lebow, Dale W. Liek, Hope J. Hartman HyLighter and Interactive Annotation: New Technology to Develop Higher-Order Thinking Skills
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The ability to gain knowledge from text in widely different subject matter areas is key to academic success and lifelong leaming. The process of attaining critical understanding of ideas in text requires a robust repertoire of leaming or study strategies, metacognitive knowledge for regulating their use, and willingness to apply them. Although much is known about the basic design of leaming environments to develop higher-order thinking skills and motivation to learn, educators have, in general, not changed their practices to reflect new knowledge. The lack of procedures that are easy for teachers to administer and provide results that teachers may use in their classrooms for assessment of complex cognitive skill development is a major obstacle to widespread adoption of new approaches. This paper describes a new technology, referred to as HyLighter, and a pedagogically sound implementation of this technology, referred to as the Interaclive Annotation Model. This approach suggests a promising direction for improving the quality of instruction and promoting active reading (i.e., an approach to the development of leaming ability that combines reading with critical thinking and a range of learning-to-Iearn skills) for students in higher education across academic disciplines.
34. Inquiry: Critical Thinking Across the Disciplines: Volume > 23 > Issue: 1/2
Jean Toner, Michele Rountree Transformative and Educative Power of Critical Thinking
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Critical theory and critical thinking emphasize the power of self-reflection and educative analysis where students in higher education become motivated to change their present societal reality by being strategic and action orientated. Central to these theories is the enlistment of strategies that utilize educational vehicles infused with critical thinking to engage students in the process of intensive evaluation of the theory, values, knowledge and skiIls of their respective fields with the often transformative impact upon a student’s worldviews. This article reviews the theoretical and historical tenets of ctitical theory and its interdependence and reinforcing relationship with critical thinking. An illustration is offered that represents the cyclical and often transformative relationship between critical theory and critical thinking. Along with a definition of critical thinking there is a discussion of the difference between critical thinking and other forms of thinking. Last, at the core of the article will be suggestions for designing trans disciplinary teaching methods based upon Freire’s critical consciousness with an emphasis upon an instructor’s self-evaluative, liberating stance towards education. Strategies will be introduced that engage students in the act of intensive critical thinking becomes transformative.
35. Inquiry: Critical Thinking Across the Disciplines: Volume > 23 > Issue: 1/2
Christine M. Cress Critical Thinking Development in Service-Learning Activities: Pedagogical Implications for Critical Being and Action
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This study investigated student development of critical thinking skills in senior-level service-Iearning courses. The methodology included a pre- and post-test design. Findings indicate that facilitating critical thinking as a function of developing critically engaged students is related to the pedagogical types of course content, discussions, and activities.