Critical Thinking Across the Curriculum: A Vision

Ennis, Robert H.

doi:10.1007/s11245-016-9401-4

Cited by 298 publications

(371 citation statements)

References 34 publications

Supporting

Mentioning

182

Contrasting

Unclassified

Order By: Relevance

“…d) Providing a further explanation which consists of identifying terms and definitions of considerations as well as dimensions, and identifying assumptions. e) Setting strategies and techniques which consists of determining actions and interacting with others (Ennis, 2016).…”

Section: Analyzing Datamentioning

confidence: 99%

“…Critical thinking will be easier to teach to students if it is included in the course, as opposed to practicing critical thinking independently through critical thinking courses (Ennis, 2016). Critical thinking skills are very impor-tant to develop because learners can more easily understand the concept, sensitive to problems that occur so as to understand and solve prob-lems, and able to apply the concept in different situations.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

View full text Add to dashboard Cite

Student's critical thinking and their learning result depend on learning design and student's activity. Most students use their spare time with playing game. Students are more challenged by the difficulty in playing game rather than facing the difficulty in understanding the lesson. This phenomenon is the basic reason of the researchers to develop a game that has the essence of the subject matter, namely Chemistry Board Game (CBG) or we can call it with Al Chemist Knight. This research aims to develop a suitable digital game based on android system. In this research media was used to improve the cognitive learning and critical thinking. It also has purpose to evaluate the response of learners in learning chemistry through alkane derived compound topic. The development of this game was adapted from the procedure of game development process in mobile 3D presentation. The collection of evaluation data model applied was pre test and post test in trial class. The result showed that in the pretest the learning result average was 34.35 with classical target of 5%. While the posttest learning result average was 80.51 with classical target of 85%. The n-gain factor was 0.703. Based on the result of the students questionnaire data analysis, 3.025 of students responded positively to the implementation of CBG. A CBG media makes an assessment of critical thinking, in which the indicator of critical thinking which are focusing on questions get 3,1 point, giving arguments get 2.95, asking and answering questions get 3.0, making decision get 3.05, and the average score of critical thinking indicator is 3.025 which belongs to good category. Based on the students' response questionnaire, we get the average score of 3.3 or 82.5% which is classified in good category.

show abstract

Section: Analyzing Datamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

View full text Add to dashboard Cite

show abstract

“…Teaching strategies to promote students' CT have always been in the minds of researchers. In a comprehensive vision for a HE program incorporating CT across the curriculum, Ennis [30] recommends two basic teaching methods, both helpful, depending on the situation, the subject, the students, and the teacher: Lecture-Discussion Teaching (LDT) and Problem-Based Learning (PBL). LDT, the most common approach to college teaching in Ennis' proposal, is described as a lecture presenting one or more aspects of the subject matter, followed by a discussion; PBL is more suitable for dealing with issues that require investigating, developing, testing, and discussing of hypotheses or solutions and possible alternatives.…”

Section: Introductionmentioning

confidence: 99%

“…In the literature on teaching strategies, there are either proposals focused in some aspects of CT, or general guidelines intended to the overall fostering of CT in students. Supported in his own experience and many researchers, Ennis [30] endorses the general teaching guideline "We learn what we use", and he recommends two basic and complementary teaching practices: to make CT principles explicit when they are used or relevant; and to teach for transfer, that is, to promote transferring the application of CT dispositions, abilities, criteria, and principles at a variety of new examples in new contexts. Several CT researchers recommend a collaborative or cooperative approach to instruction [3,18,34,35,36,37].…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Portuguese University Teachers About Critical Thinking Educational Practices

Morais

Silva

Cruz

et al. 2019

Communications in Computer and Information Science

View full text Add to dashboard Cite

Promoting students' Critical Thinking (CT) in Higher Education Institutions (HEI) has been an essential and challenging goal in the 21 st century. This exploratory research study attempted to characterize how CT is being fostered in Portuguese HEI. Semi-structured interviews were carried-out with 5 university teachers from different domains, focusing several topics: CT notion, CT aims, CT approach, interventions, teaching strategies, learning materials, assessment methods, challenges and barriers. Results highlighted the undervalue of CT dispositions by university teachers, the lack of clarity regarding the design principles and criteria behind effective CT instruction and assessment, and the need to change institutional culture and conditions towards the support of CT educational practicesthis will also enable the long-term integration of CT across the curricula and the transferability of skills and dispositions to other contexts. In general, teachers agreed on the importance to be explicit and clear in their CT teaching practice, and on the use of authentic situations, dialogue and active learning strategies for the effective development of students' CT.We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon [3, p. 2].

show abstract

“…In marked contrast to his prior writing on the topic, Ennis (2018) now devotes almost the entirety of his most recent article to a proposed curriculum to foster critical thinking, spelled out in concrete, implementable detail. While not as specific, other recent authors are consistent in their greater focus on instructional methods for fostering critical thinking (Byrnes & Dunbar, 2014;Hitchcock, 2015;Murphy, Rowe, Ramani, & Silverman, 2014;Rapanta, 2019;Szenes, Tilakaratna, & Maton, 2015).…”

mentioning

confidence: 99%

Critical Thinking as Discourse

Kuhn¹

2019

Human Development

107

View full text Add to dashboard Cite

Less than it is an individual ability or skill, critical thinking is a dialogic practice people engage in and commit to, initially interactively and then in interiorized form with the other only implicit. An argument depends for its meaning on how others respond. In advancing arguments, well-practiced thinkers anticipate their defeasibility as a consequence of others’ objections, in addition to envisioning their own potential rebuttals. Whether in external or interiorized form, the dialogic process creates something new, while itself undergoing development. This perspective may be useful in sharpening the definition of the construct of critical thinking and in so doing help to bring together the largely separate strands of work examining it as a theoretical construct, a measurable skill, and an educational objective. Implications for education follow. How might critical thinking as a shared practice be engaged within educational settings in ways that will best support its development? One step is to privilege frequent practice of direct peer-to-peer discourse. A second is to take advantage of the leveraging power of dialogue as a bridge to individual argument – one affording students’ argumentative writing a well-envisioned audience and purpose. Illustrations of this bridging power are presented. Finally, implications for assessment of critical thinking are noted and a case made for the value of commitment to a high standard of critical thinking as a shared and interactive practice.

show abstract

Critical Thinking Across the Curriculum: A Vision

Cited by 298 publications

References 34 publications

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Perceptions of Portuguese University Teachers About Critical Thinking Educational Practices

Critical Thinking as Discourse

Contact Info

Product

Resources

About