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| Autor/inn/en | Kane, Danielle; Otto, Kristin |
|---|---|
| Titel | Critical Sociological Thinking and Higher-Level Thinking: A Study of Sociologists' Teaching Goals and Assignments |
| Quelle | In: Teaching Sociology, 46 (2018) 2, S.112-122 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0092-055X |
| DOI | 10.1177/0092055X17735156 |
| Schlagwörter | Critical Thinking; Thinking Skills; Educational Objectives; Writing Assignments; Sociology; Interviews; Teacher Attitudes; Content Analysis; Task Analysis; Advanced Courses; Writing Across the Curriculum; Teaching Methods; Evaluation Criteria |
| Abstract | We argue that the literature on critical thinking in sociology has conflated two different skill sets: critical sociological thinking and higher-level thinking. To begin to examine how sociologists weigh and cultivate these skill sets, we interviewed 20 sociology instructors and conducted a content analysis of 26 assignments. We found that while multiple interviewees considered critical thinking to be too obvious a goal to warrant discussion, it did emerge as a criterion for evaluating assignments. In addition, we created a spectrum of writing tasks and found that only a minority of assignments (5 of 26) could be classified as eliciting higher-level thinking. These were found exclusively in advanced courses, where they were still outnumbered by assignments eliciting lower-level thinking by nearly 2 to 1. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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