The Fact of Ignorance Revisiting the Socratic Method as a Tool for Teaching Critical Thinking

Oyler, Douglas R.; Romanelli, Frank

doi:10.5688/ajpe787144

Cited by 46 publications

(32 citation statements)

References 34 publications

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“…Nationally, schools of pharmacy have placed an important emphasis on the development of courses that encourage critical thinking and literature analysis by learners. [54][55][56][57][58][59] The 2011-2012 Argus Commission, composed of the past five presidents of the American Association of Colleges of Pharmacy (AACP), was specifically tasked with developing strategies to increase an attitude of inquisitiveness and scholarly thinking in pharmacists. 60 Similarly, the combined report of the 2005-2006 Argus Commission and various committees suggested that "problem-based learning and case discussion exercises are learning formats which stimulate problem-solving and critical thinking skill development."…”

Section: Discussionmentioning

confidence: 99%

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

Mathias

2015

American Journal of Pharmaceutical Education

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Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussionbased course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/ magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

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Section: Discussionmentioning

confidence: 99%

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

Mathias

2015

American Journal of Pharmaceutical Education

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“…Es además un proceso auto-dirigido, auto-disciplinado, autorregulado y auto-corregido, que propone someterse a rigurosos estándares de excelencia y dominio consciente de su uso; implicando una comunicación efectiva y el desarrollo de habilidades de resolución de problemas (Marin & Halpern, 2011). Además se entiende por pensamiento crítico el comportamiento que se interesa y cuestiona los fundamentos en los que se asientan las ideas, acciones y juicios, tanto propios como ajenos (Oyler & Romanelli, 2014).…”

Section: Conceptualización De Pensamiento Críticounclassified

Enfoques intraindividual e interindividual en programas de pensamiento crítico

Cornejo

Mújica

2017

Psicol. Esc. Educ.

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ResumenEn la actualidad, hay diversas conceptualizaciones acerca del pensamiento crítico, clasificándolo mayoritariamente en definiciones, perspectivas metodológicas e instrumentos. Este artículo de revisión teórica tiene por objetivo realizar una clasificación de orden ontológico, analizando las finalidades que definen al pensamiento crítico como praxis humana; proponiéndose dos enfoques, uno como proceso intrapersonal, considerándolo un proceso de filtro interno de información; otro, como proceso interpersonal, donde el pensamiento es de naturaleza interactiva y culturalmente situada. Se realiza además una revisión bibliográfica, analizando programas aplicados en educación superior, relacionando programas y estudios en ambos enfoques, en base a objetivos y procedimientos de trabajo. Se concluye que el pensamiento crítico es un proceso complejo, que ha experimentado una evolución conceptual y epistemológica que lo orienta actualmente hacia una praxis social más que meramente individual, puesto que se encuadra en contextos y acciones que promueven la interacción entre personas.Palabras clave: Pensamiento crítico; cognición; interacción social. Intraindividual and interindividual approaches in critical thinking programs AbstractCurrently, there are several conceptualizations about critical thinking, most of them classify it in definitions, methodological approaches and instruments. Objective of this article is to offer an ontological classification based on theoretical review, analyzing goals define critical thinking as human praxis, considering two approaches: intrapersonal process, seeing it as a process of refining information; and as interpersonal process where thought is interactive in its nature and culturally situated. A literature review was carried out, analyzing programs developed in higher education, and linking those programs to approaches, based on objectives and working procedures. We conclude that critical thinking is a complex process, which has experienced a conceptual and epistemological evolution, guiding it today towards social praxis and not merely individual, because of it's framing in epistemology and actions that promote interaction among people.Keywords: Critical thinking; cognition; social interaction. Enfoques interindividual e interindividual em programas de pensamento críticoResumo Na atualidade, há diversas conceitualizações sobre o pensamento crítico, classificando-o principalmente em definições, perspectivas metodológicas e instrumentos. Este artigo de revisão teórica tem por objetivo realizar uma classificação de ordem ontológica, analisando as finalidades que definem o pensamento crítico como práxis humana, propondo-se dois enfoques, um como processo intrapessoal, considerando-o um processo de filtro interno de informação; outro, como processo interpessoal, em que o pensamento é de natureza interativa e culturalmente situada.Realiza-se, também, uma revisão bibliográfica, analisando programas aplicados na educação superior, relacionando programas e estudos em ambos os enfoques, na...

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“…Several studies have applied questions (dialogue) Socratic directly in group discussions and class discussions. Technically this is difficult to do, because Socratic dialogue is ideally given by teachers to students personally or at least in small groups of students (Oyler & Romanelli, 2014).…”

Section: Introductionmentioning

confidence: 99%

Students Misconception: The Developing of Socratic Dialogue Media on Temperature and Heat

et al. 2018

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<em>This purpose of this study is to improve media of Socratic dialogue that has been developed by the previous researcher and to determine the effect of the Socratic dialogue in enhance understanding of heat concept. As a result of prior research, showed students still have a misconception. Data collected from one institution of high school in Malang City using pre and posttest. Student’s conceptual changes that occur previous, during, after will be analyzed based on pretest and posttest scores and rethinking sequence of used record Socratic dialogue media. To explore more in-depth, the researcher conducted interviews with students on this concept. This result showed Socratic dialogue media could help students be aware mistakes or students become convinced if their opinion is correct. This study is important because it uses to improve student’s comprehension to move from the false toward the right concept. In some cases, the result of this study used for recovery and prevent to misconception. It can solve with appear cognitive conflict in the minds of students through Socratic dialogue.</em>

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The Fact of Ignorance Revisiting the Socratic Method as a Tool for Teaching Critical Thinking

Cited by 46 publications

References 34 publications

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

Enfoques intraindividual e interindividual en programas de pensamiento crítico

Students Misconception: The Developing of Socratic Dialogue Media on Temperature and Heat

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