Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study

Autor/in	Lucas, Kyle J.
Titel	Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 1, Artikel 5 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Graduate Students; Critical Thinking; Asians; Cultural Differences; Comparative Education; Foreign Students; Case Studies; Student Attitudes; Research Universities; Difficulty Level; Foreign Countries; China; United States + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritisches Denken; Asian; Asiat; Asiatin; Asiaten; Asiate; Kultureller Unterschied; Vergleichende Erziehungswissenschaft; Case study; Fallstudie; Case Study; Schülerverhalten; Forschungseinrichtung; Schwierigkeitsgrad; Ausland; USA
Abstract	Qualitative research offers the potential to inform an ongoing issue concerning why international students struggle with critical thinking. This article approaches the issue by examining how international graduate students understand critical thinking as well as the challenges they have faced with critical thinking. The study used a narrative-case study framework to collect data from 4 Chinese international graduate students at a large mid-Western research university in the United States. The results showed that the participants had diverse conceptions of critical thinking and that they tended to focus on dispositions related to critical thinking rather than skills. These results suggest that participants' struggles may be related to diverse conceptualizations of critical thinking as well as an overemphasis on dispositions. Furthermore, educational differences between the U.S. and China were highlighted in the interviews with the participants, which supports other findings in the literature. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01