An Investigation into the Teaching and Learning of Argumentation in First Year Undergraduate Courses: A Pilot Study

Abstract

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How do Chinese students’ critical thinking compare with other students?: A structured review of the existing evidence

“…Moreover, several studies have shown that the lack of critical awareness and scepticism is not unique to Chinese students (See, 2016). For example, Arum and Roksa's (2011) study of over two thousand American students found that many university graduates do not know how to distinguish facts from opinion, or make clear written argument or objectively review conflicting reports.…”

Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence

“…Traditionally the role of universities has been to develop independent and critical thinkers (Mitchell et al, 2003;Halpern, 2014) able to judge the trustworthiness of evidence and distinguish facts from opinions (Renaud & Murray, 2008). The increasing marketization of higher education and the focus on the university as an economic enterprise, however, has somewhat turned the focus of the university away from this traditional role (See, 2016).…”

“…Research in the US found that many university graduates lack the skills to distinguish facts from opinion or make clear written argument or objectively review conflicting reports (Arum & Roksa, 2011;Shim & Walczak, 2012). See's (2016) study of UK universities found that the first year course modules of most disciplines do not explicitly teach critical thinking, and that students were less likely to be taught critical thinking at university than at school. Most first year courses emphasised the dissemination and recall of factual knowledge.…”