Critical-Thinking Pedagogy and Student Perceptions of University Contributions to Their Academic Development

Beachboard, Martine Robinson; Beachboard, John C.

doi:10.28945/1168

InformingSciJ

2010

DOI: 10.28945/1168

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Critical-Thinking Pedagogy and Student Perceptions of University Contributions to Their Academic Development

Martine Robinson Beachboard

John C. Beachboard

Abstract: Colleges and universities are increasingly being called upon to demonstrate that they are indeed educating students and to justify the increasing tuition fees they charge (Education Consortium, 2006). Using data collected as part of the 2005 National Survey of Student Engagement (NSSE), this study examines the relationship between the assignment of higher order thinking activities during programs of study and student perceptions of the extent to which their universities have contributed to their general acade… Show more

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Cited by 9 publications

References 17 publications

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Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Beachboard

et al. 2011

Res High Educ

134

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This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially, job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance student feelings of relatedness.

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Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Beachboard

et al. 2011

Res High Educ

134

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‘What does the term Critical Thinking mean to you?’ A qualitative analysis of chemistry undergraduate, teaching staff and employers' views of critical thinking

Danczak

Thompson

Overton

2017

Chem. Educ. Res. Pract.

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Good critical thinking is important to the development of students and a valued skill in commercial markets and wider society. There has been much discussion regarding the definition of critical thinking and how it is best taught in higher education. This discussion has generally occurred between philosophers, cognitive psychologists and education researchers. This study examined the perceptions around critical thinking of 470 chemistry students from an Australian University, 106 chemistry teaching staff and 43 employers of chemistry graduates. An open-ended questionnaire was administered to these groups, qualitatively analysed and subsequently quantified. When asked to define critical thinking respondents identified themes such as ‘analysis’, ‘critique’, ‘objectivity’, ‘problem solving’, ‘evaluate’ and ‘identification of opportunities and problems’. Student respondents described the smallest number of themes whereas employers described the largest number of themes. When asked where critical thinking was developed during the study of chemistry students overwhelmingly described practical environments and themes around inquiry-based learning. When teaching staff were asked this question they commonly identified critiques, research, projects and practical environments to some extent. This research highlights that there is only limited shared understanding of the definition of critical thinking and where it is developed in the study of chemistry. The findings within this article would be of interest to higher education teaching practitioners of science and chemistry, those interested in development of graduate attributes and higher order cognitive skills (HOCS) and those interested in the student and employer perspectives.

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Development of critical spatial thinking through GIS learning

Kim¹,

Bednarz²

2013

Journal of Geography in Higher Education

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This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large state university completed pre-and post-tests administered during the 2010 fall semester. This study found positive relationships between GIS learning and critical spatial thinking. We argue that the improvement can be attributed to students' experiences in a GIS course.

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Critical-Thinking Pedagogy and Student Perceptions of University Contributions to Their Academic Development

Cited by 9 publications

References 17 publications

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

‘What does the term Critical Thinking mean to you?’ A qualitative analysis of chemistry undergraduate, teaching staff and employers' views of critical thinking

Development of critical spatial thinking through GIS learning

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