Fostering Critical Thinking through Effective Pedagogy

Tsui, Lisa

doi:10.1080/00221546.2002.11777179

Cited by 83 publications

(35 citation statements)

References 25 publications

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“…When critical thinking is defined for application to university contexts, the same key terms for critical thinking abilities or skills are found again and again, and include: questioning, evaluation, analysis, reflection, inference and judgment. Despite the range of views on the nature of critical thinking, there is widespread agreement in the literature that critical thinking in a university environment involves students' abilities to identify issues and assumptions, recognize important relationships, make correct inferences, evaluate evidence or authority, and deduce conclusions (Tsui, 2002).…”

Section: Critical Thinking In Higher Educationmentioning

confidence: 99%

Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses

Kiltz¹

2009

Journal of Homeland Security and Emergency Management

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Since 9/11, colleges and universities throughout the nation have developed and implemented new courses and degree programs in homeland security and emergency management. A valued learning outcome of these programs, like most university studies in general, is to develop critical thinking skills in students. However, this can be a challenge because the nature of critical thinking and approaches to teaching and assessing it in higher education are debatable. This paper provides a brief overview of the literature on critical thinking, and looks at the importance of developing these skills in students of homeland security programs so that they are able to adapt successfully in a rapidly changing environment. Finally, this paper discusses two teaching strategies, guided class discussions and case studies, to develop critical thinking that have been used by the teacher in undergraduate and gradate level courses in homeland security.

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Section: Critical Thinking In Higher Educationmentioning

confidence: 99%

Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses

Kiltz¹

2009

Journal of Homeland Security and Emergency Management

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“…Research suggests that instructors can nurture critical thinking in the classroom by: (a) facilitating class discussion to engage students (e.g., Tsui, 2002), (b) providing problemsolving activities such as cases to allow students to practice critical thinking skills (Klebba & Hamilton, 2001), (c) inviting students to integrate ideas from different disciplines and work experiences (Currie & Knights, 2003), and (d) asking students higher order review questions (Renaud & Murray, 2007). Downloaded by [Laurentian University] at 13:40 09 October 2014 Tsui's (2006) holistic and grounded study provides a helpful framework for understanding how content and process can facilitate critical thinking.…”

Section: Nurturing Students' Critical Thinkingmentioning

confidence: 99%

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

Dyck

Walker

Starke

et al. 2012

Journal of Education for Business

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The authors explore the effect on students' critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment-which included a survey, interviews, and case analysis-suggest that compared with students who are taught only a conventional approach to management (which emphasizes maximizing productivity, profitability, and competitiveness), students who are taught a conventional and an alternative approach (which seeks to balance multiple forms of well-being for multiple stakeholders) exhibit enhanced critical thinking. Implications for management education are discussed.

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“…Given the tendencies for interdisciplinary courses to encourage a comparative analysis of multiple disciplinary perspectives (Lattuca, Voigt, and Fath, 2004), the act of making integrative connections among bodies of knowledge fosters students' critical development. For example, the work of Tsui (1999Tsui ( , 2001Tsui ( , 2002 analyzed self-reported gains in critical thinking for a national sample of college students, concluding that enrollment in interdisciplinary courses was positively correlated with problemsolving abilities. She further argued that part of the reason for this relationship is the type of instructional techniques commonly used in interdisciplinary instruction such as frequent interaction with instructors and peers and an outof-the-box orientation toward intellectual work (Tsui, 2007).…”

Section: Defining Interdisciplinary Curricula In Higher Educationmentioning

confidence: 97%

“…It begins with a brief outline of the extant research related to student learning and development in college. Certainly much of this process entails higher-order cognitive skills such as learning how to learn, gaining social and emotional maturity, engaging in critical thinking, and being an independent learner (King, 2000;Lattuca, Voigt, and Fath, 2004;Tsui, 2002). Working from a sociocultural perspective, it focuses on the nature of these skills as highly discipline specific.…”

Section: Interdisciplinarity Learning and Cognitionmentioning

confidence: 98%

2009

ASHE Higher Education Report

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Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth‐Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student‐Centered Pedagogy Focus on Problem‐ or Theme‐Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author

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Fostering Critical Thinking through Effective Pedagogy

Cited by 83 publications

References 25 publications

Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses

Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

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