Literaturnachweis - Detailanzeige
| Autor/inn/en | Snyder, Stephen J.; Edwards, Laura C.; Sanders, Andrea L. |
|---|---|
| Titel | An Empirical Model for Infusing Critical Thinking into Higher Education |
| Quelle | In: Journal on Excellence in College Teaching, 30 (2019) 1, S.127-156 (30 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-4800 |
| Schlagwörter | Critical Thinking; Higher Education; College Students; Teaching Methods; Personality Traits; Metacognition; Thinking Skills; Skill Development; Mastery Learning; Outcomes of Education Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg |
| Abstract | An adaptation of Halpern's (1998) model of critical thinking (CT) was implemented for seven semesters of data collection involving 904 students in 44 classes. A pretest-posttest quasi-experimental design was utilized for evaluating student growth in CT. The model comprised the development of higher education students' CT skills and dispositions by training, mentoring, observing, and consulting with professors on their pedagogy. The results indicated statistical and practical significance at all five levels of knowledge measured. The eight dispositional areas assessed resulted in statistically significant findings but not always practical significance. (As Provided). |
| Anmerkungen | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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