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CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES
Journal of Education Culture and Society Pub Date : 2020-09-11 , DOI: 10.15503/jecs2020.2.121.132
Natalija Valavičienė , Daiva Penkauskienė , Jolanta Pivorienė , Asta Railienė , Odeta Merfeldaitė , Justinas Sadauskas , Violeta Jegelevičienė , Valdonė Indrašienė

Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme makers. Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes. Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.

中文翻译:

高等教育计划中的关键思考嵌入

目标。这项研究的目的是研究立陶宛高等教育学习计划中如何体现批判性思维,以及学习计划制定者使用了哪些批判性思维的概念模型。方法。研究主题包括8个高等教育学习计划及其主题。他们基于已构建的概念框架进行分析,定义了9种批判性思维技能和18种批判性思维倾向。结果。分析,评估和决策是学习课程目标及其学习成果中最常见的批判性思维技能。解释,解释和推论不太明显。很少列出处理方式,并且以不清楚的方式列出。只有开明和诚实才能在学习计划中明确表达和陈述,虽然程度较小。诸如每个人的关心,好奇心和灵活性等性格非常分散。结论。同时,批判性思维在学习计划的所有部分(课程目标,内容,所描述的方法和学习成果)中均不能得到同等和连贯的反映,也无法发现清晰的批判性思维的概念模型。研究限制。高校的政策是公开提供学习计划和课程表的描述,这限制了它们的可及性。由于学习计划的抽样,该研究仅代表选定的学习计划。实际应用。通过更系统地在研究计划的描述中引入定义的批判性思维技能,可以将所创建的框架用于研究计划的发展。
更新日期:2020-09-11
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