Literaturnachweis - Detailanzeige
| Autor/in | Garside, Colleen |
|---|---|
| Titel | Building Bridges to Critical Thinking: Utilizing Student Journals in the College Classroom. |
| Quelle | (1994), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Instruction; Critical Thinking; Curriculum Evaluation; Higher Education; Journal Writing; Speech Communication; Student Journals; Thinking Skills; Undergraduate Students |
| Abstract | Critical thinking involves a multitude of mental operations from recalling to analyzing to evaluating information and ideas. In order to foster critical thinking, students need to build bridges between concrete, everyday ideas and abstract, academic concepts. These bridges can be built through journal writing. In his book "Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World," R. Paul outlines 35 dimensions of critical thinking. Three of those dimensions that could be cultivated through journal writing are as follows: (1) because a journal is written in the first person it allows a person to explore thoughts underlying feelings and feelings underlying thoughts; (2) journals provide a space in which students can explore new ideas by placing them in new contexts; (3) through journal writing students can identify contradictions as they attempt to clarify or critique texts. More generally, journals can be used in any number of ways, depending on the instructor's orientation. Inside the classroom, journals can be used at the beginning of class to focus student attention on a topic. Students could also be asked to read their journal entries aloud. In-class journal writing forces students to switch from a passive listening mode to one in which they must create and explore their own beliefs. At the end of class students can use journals to reflect on what they have learned. (Contains a strategy list of 35 dimensions of critical thought; also contains 15 references.) (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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