Critical Thinking | Advance HE
The statements for the instrument are adopted from Watson-Glaser Critical Thinking model consisting of the five variables, namely Inference, Assumptions, Deduction, Interpretation and Arguments. Male students show more of inference and interpretation skills than female students. It is proved that gender has no relationship on assumption and deduction. Females show more argument skills than male students. Students in Engineering department have a high inference level and deduction level than other departments. Business and Information Technology department students have high assumption level than Engineering students.
Business department students have high evaluation of arguments than other departments.
It does not make sense to impose some set of critical-thinking skills onto a subject area independent of the content being taught. Rather, professors of literature, science, psychology, economics and so on must reflect on how they think as scholars and researchers within their own disciplines -- and then explicitly teach those cognitive processes to students. That metaphor leads us to look for a packaged set of thinking skills that apply with equal relevancy to virtually any situation or domain, when, while still debatable, it seems increasingly clear that no such skills exist.
Moreover, the metaphor of overlap -- like a Venn diagram -- makes the differences between sets of thinking skills as instructional as the similarities.
Pedagogies for critical thinking: innovation and outcomes in African higher education
So, as thinking skills become explicitly taught in different subjects, the student, proceeding through college, will gather overlapping investigative experiences based on his or her efforts to employ said thinking skills in various courses. The student can then manage those overlapping experiences as a kind of portfolio that shows him or her how content is processed and problems are solved. If a core set of thinking skills can be distilled from this portfolio, great.
If not, the student still has a rich picture of how different ways of thinking overlap, even if they are always tethered to a specific domain or problem. Ultimately, we in higher education must recognize that money is on the table.
We have gambled on critical thinking, and if we are not to lose our shirts on this bet, we can no longer expect students to magically become critical thinkers. Instead, we must move toward a pedagogy that foregrounds the explicit teaching of thinking skills. Be the first to know.
Why Higher Ed Needs to Bridge the Critical Thinking Skills Gap
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