Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

Hyytinen, Heidi; Toom, Auli; Shavelson, Richard J.

doi:10.1007/978-3-030-24215-2_3

Cited by 34 publications

(26 citation statements)

References 49 publications

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“…Indeed, Siegel explains, "a critical thinker is a thinker who can assess claims and make judgments based on reasons, and who understands and conforms to principles governing the evaluation of the force of these arguments" [27]. Basing education and training initiatives on argumentation theory prepares individuals to become more competent in those abilities that are necessary for successful decision-making [28][29][30]. This is a way to encourage individuals to look for evidence and to ask the right questions to scrutinize claims, points of view, or what is presented as evidence.…”

Section: Discussionmentioning

confidence: 99%

Strengthening Critical Health Literacy for Health Information Appraisal: An Approach from Argumentation Theory

Rubinelli

Ort

Zanini

et al. 2021

IJERPH

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The overload of health information has been a major challenge during the COVID-19 pandemic. Public health authorities play a primary role in managing this information. However, individuals have to apply critical health literacy to evaluate it. The objective of this paper is to identify targets for strengthening critical health literacy by focusing on the field of argumentation theory. This paper is based on the textual analysis of instances of health information through the lens of argumentation theory. The results show that critical health literacy benefits from: (1) understanding the concept of argument and the supporting reasons, (2) identifying the main argument schemes, and (3) the knowledge and use of the main critical questions to check the soundness of arguments. This study operationalizes the main aspects of critical health literacy. It calls for specific educational and training initiatives in the field. Moreover, it argues in favor of broadening the current educational curricula to empower individuals to engage in informed and quality decision making. Strenghtening individuals' critical health literacy involves interventions to empower in argument evaluation. For this purpose, argumentation theory has analytical and normative frameworks that can be adapted within a lay-audience education concept.

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Section: Discussionmentioning

confidence: 99%

Strengthening Critical Health Literacy for Health Information Appraisal: An Approach from Argumentation Theory

Rubinelli

Ort

Zanini

et al. 2021

IJERPH

View full text Add to dashboard Cite

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“…And thus, measure flexible skills and performance more authentically. Since the so-called "21st century skills" do explicitly cover general competences and behaviour like dealing with information and adequately communicating (Hyytinen, Toom & Shavelson 2019;Trilling & Fadel 2012), the assessment of performance becomes more important (Martin 2018). Among other things, that is why simulation methods have regarded increasing attention in learning and training in higher education.…”

Section: A Multimethods Perspective On Assessment Of Learning Outcomesmentioning

confidence: 99%

From Certificates to Performance: A Paradigm Shift and Its Consequences for Higher Education Research

Schwabe

Braun²

2021

JoSPoE

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Against the backdrop of recent social and technological developments, the relationship between the educational system and the employment system has also changed. The “lifelong learning” paradigm is now firmly established within the field of educational research. In this article, we argue that empirical researchers have shifted using certificates to capture educational attainment, focusing instead on competence and performance. We define “performance” as the ability to react adequately and flexibly to new situations within job-related contexts. This paper thus aims to describe the shifting research paradigm in the context of political agenda-setting and presents some examples from different disciplinary perspectives to illustrate the potential of interdisciplinary research. Interdisciplinary, collaborative research, we suggest, shows great potential for providing empirical evidence to measure the consequences—intended and unintended—of political reforms in higher education. Even though our arguments and implications are formulated from the perspective of the German education and science system, their essence can also be applied to other national contexts.

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“…In higher education, critical thinking is considered as an important indicator to predict students' long-term and professional success (Nold, 2017). Research evidence, for example Hyytinen et al (2019) and Pnevmatikos et al (2019) shows that carefully designed pedagogical activities can enhance critical thinking skills of students in academic programmes. • Problem-solving is a special cognitive capacity and an essential graduate skill for learning, employment, and greater economic development (Greiff et al, 2013;Lowden et al, 2011).…”

Section: Higher Education and Deep Learningmentioning

confidence: 99%

Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences

Jamil

Bhuiyan

2021

Int J Educ Technol High Educ

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In this paper, we explore the learning and teaching of a maritime simulation programme to understand its deep learning elements. We followed the mixed methods approach and collected student perception data from a maritime school, situated within a UK university, using reflection-based survey (n = 112) and three focus groups with eleven students. Findings include the needs for defining clear learning outcomes, improving the learning content to enable exploration and second-chance learning, minimising theory–practice gaps by ensuring skills-knowledge balance and in-depth scholarship building, facilitating tasks for learning preparation and learning extension, and repositioning simulation components and their assessment schemes across the academic programme. Overall, the paper provides evidence on the importance of deep learning activities in maritime simulation and suggests guidelines on improving the existing practice. Although the findings are derived from a maritime education programme, they can be considered and applied in other academic disciplines which use simulation in their teaching and learning.

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Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

Cited by 34 publications

References 49 publications

Strengthening Critical Health Literacy for Health Information Appraisal: An Approach from Argumentation Theory

Strengthening Critical Health Literacy for Health Information Appraisal: An Approach from Argumentation Theory

From Certificates to Performance: A Paradigm Shift and Its Consequences for Higher Education Research

Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences

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