From Theory to Practice: Critical Thinking as a Multifaceted Concept
DOI:
https://doi.org/10.14297/jpaap.v4i3.209Keywords:
Critical thinking, Assessment of Students, Early Childhood Studies, Higher Education, Northern LondonAbstract
In this article I reflect on the problem that critical thinking skills are simultaneously seen as important in higher education, and yet remain difficult to define. I draw on a small pilot study to explore the various dimensions to critical thinking and the extent to which students and their tutors identify similar characteristics as being of equal importance. Participants were also asked to reflect on the attainment level of students in critical thinking. The results of this pilot study suggest that, whilst all participants agree on the importance of critical thinking skills, there are some variations in how they understand the term and the extent to which they judge that students employ these skills.
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