Documenting Critical Thinking in a Capstone Course: Moving Students toward a Professional Disposition

Autor/inn/en	Kiener, Michael; Ahuna, Kelly H.; Tinnesz, Christine Gray
Titel	Documenting Critical Thinking in a Capstone Course: Moving Students toward a Professional Disposition
Quelle	In: Educational Action Research, 22 (2014) 1, S.109-121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.856770
Schlagwörter	College Curriculum; Critical Thinking; College Students; Career Readiness; Action Research; Qualitative Research; Teaching Methods; College Faculty; Case Studies; Questioning Techniques; Metacognition; Attention Control; Professional Education; Professional Identity; Professional Occupations; Course Evaluation; Student Attitudes; Tests; Job Development; Self Evaluation (Individuals); Meta Analysis; Journal Writing; Student Journals + Suchen Sie Ihr Suchwort? Kritisches Denken; Collegestudent; Projektforschung; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Case study; Fallstudie; Case Study; Befragungstechnik; Fragetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Berufsausbildung; Berufsklassifikation; Schülerverhalten; Examination; Prüfung; Examen; Meta-analysis; Metaanalyse; Zeitschriftenaufsatz; Studentenzeitung
Abstract	This study describes a university capstone course designed to increase student critical thinking skills and preparation for the workforce. Principles of action research and qualitative methods were used to focus on how pedagogical choices of the instructor would influence student learning in these areas. Through extensive use of case studies, direct instruction in questioning techniques (e.g. pre-quizzes and thinking routines), and introduction to the concept of mindfulness, students were encouraged to transition from the role of student to the role of professional. Findings revealed that the capstone experience enhanced students' demonstrated critical thinking skills and contributed to their willingness to cultivate a professional perspective. Although undertaken in a human service field, the results can inform pedagogical choices made in any content's capstone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10