Classroom environments that foster a disposition for critical thinking

Mathews, Samuel R.; Lowe, Katie

doi:10.1007/s10984-011-9082-2

Cited by 40 publications

(28 citation statements)

References 19 publications

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“…In explaining what is involved in effective CT instruction, Bailin et al (1999) present three elements: (a) engaging students in tasks or activities that require the skills of judgment or assessment; (b) helping students develop intellectual resources (e.g., knowledge of CT principles, dispositions or habits of minds to use CT skills) for dealing with these tasks; and (c) providing a favorable environment where critical enquiry is valued and students are encouraged to think critically. A more recent study by Mathews and Lowe (2011) further summarise the characteristics of effective CT instruction, which includes introducing CT skills related to content domain, providing ample opportunities to practise the skills, inclusion of students in classroom decision-making, and creating an emotionally safe learning environment.…”

Section: Common Features Of Effective Ct Instructionmentioning

confidence: 99%

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Cairan¹,

Pandian²,

Singh³

2016

ELT

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In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a challenge. Efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented. This paper focuses on three sets of research-supported teaching strategies which are useful in promoting CT and applicable to EFL classrooms; that is, explicit instruction, teacher questioning, as well as active and cooperative learning strategies. Meanwhile, common features of effective CT instruction are discussed, which aims to illuminate instructional strategies for CT at a macro level.

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Section: Common Features Of Effective Ct Instructionmentioning

confidence: 99%

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Cairan¹,

Pandian²,

Singh³

2016

ELT

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“…The author cites recent research that has shown that positive teacher-student relationships support academic achievement, especially critical thinking (Mathews & Lowe, 2011;Stupnisky et al, 2008). The author agrees with Bondy and Ross (2008) that teachers can be "warm demanders"; that is, press students on their thinking but at the same time show empathy and support.…”

Section: Book Reviewmentioning

confidence: 70%

Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

Dole¹

2017

Interdisciplinary Journal of Problem-Based Learning

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“…Indeed, even students who already possess many of the relevant CT skills may resist exercising such skills in the absence of direction from an "esteemed peer" (to use Mathews' and Lowe's term [2011]). This failure-aversive resistance to CT has been discussed by Keeley et al (1995), Tsui (2002), and Mathews and Lowe (2011), who argue that engaging in CT requires a supportive environment. Similarly, Leshowitz, DiCerbo, & Symington (1999) claim that "pseudoknowing" or surface learning can be replaced by "reasoned knowing" only if the appropriate support mechanisms are in place.…”

Section: Par T 1: Applying Felten's Sotl Principles To Course Redesignmentioning

confidence: 99%

Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course

deBraga

Boyd

Abdulnour

2015

Teaching & Learning Inquiry: The ISSOTL Journal

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A primary goal of university instruction is the students' demonstration of improved, highly developed criti cal thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is evaluated after structural changes (implemented in 2010) met with a poor student evaluation of the course and the instructor. This analy sis first examines the steps used to transform a course to encourage CT and then explains how it can be assessed. To accomplish these goals, the instructor collaborated with an educational developer to redesign the course using a philosophy informed by SoTL. This approach, as we see it, represents a set of principles that demand transparency in the development and application of strategies whose aim is to encourage student learning. However, the SoTL approach would be insufficient to simply promote a set of strategies without some mechanism for evaluating its efficacy. Therefore, we designed a "Graded Response" (GR) multiple-choice test to measure CT development and hence to properly evaluate whether the strategies embedded in our SoTL-informed course redesign have adequately met our goals.

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Classroom environments that foster a disposition for critical thinking

Cited by 40 publications

References 19 publications

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course

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