ABSTRACT

While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the successful development of critical thinking amongst undergraduate students. A two-stage critical thinking assessment was conducted with students in 15 sites, showing that only some of the institutions were ensuring significant gains in students’ critical thinking, even when endorsing learner-centred methods. The study points to the central importance of teaching orientations amongst lecturers, involving a deep shift in approaches to knowledge, and a facilitation rather than a transmission approach.

摘要

虽然批判性思维被广泛认为是高等教育的关键成果，但研究表明，在实践中，批判性思维只有在某些条件到位时才能发展，这些条件与教学方法、课程性质和挑战程度等有关。因素。本文报告了在博茨瓦纳、加纳和肯尼亚进行的为期四年的混合方法研究的结果，旨在调查支撑本科生成功发展批判性思维的因素。对 15 个地点的学生进行了两阶段的批判性思维评估，结果表明，即使在认可以学习者为中心的方法的情况下，也只有一些机构能够确保学生批判性思维的显着提高。该研究指出了讲师教学方向的核心重要性，