Critical Thinking in a First Year Management Unit: The Relationship between Disciplinary Learning, Academic Literacy and Learning Progression

Autor/inn/en	Hammer, Sara Jeanne; Green, Wendy
Titel	Critical Thinking in a First Year Management Unit: The Relationship between Disciplinary Learning, Academic Literacy and Learning Progression
Quelle	In: Higher Education Research and Development, 30 (2011) 3, S.303-315 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	College Graduates; Critical Thinking; Teaching Methods; Management Development; Thinking Skills; Academic Discourse; Literacy; Student Evaluation; Intellectual Disciplines; Scaffolding (Teaching Technique); Case Studies; Foreign Countries; Business Administration Education; Australia + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Schulnote; Studentische Bewertung; Geisteswissenschaften; Case study; Fallstudie; Case Study; Ausland; Australien
Abstract	While there appears to be broad acceptance that university graduates must have the capacity to think critically in an increasingly complex, information-rich world, there remains a gap between aspiration and teaching practice in many faculties. We examine this issue through our experience of designing assessment to develop critical thinking in a first year management unit. This case highlighted three important pedagogical considerations. First, there is the need to articulate a conceptualisation of critical thinking that is both discipline- and unit-specific. Second, there is a need to consider the crucial link between critical thinking and academic literacy. Third, there is a need to consider the relationship between the capacity for critical thinking, student learning progression and the development of disciplinary knowledge. These factors will all assist higher education teachers in meeting the challenge of designing developmentally appropriate assessment of critical thinking at each year level. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10