Critical Thinking Skills for College Students [electronic resource] / Elizabeth A. Jones and Gary Ratcliff.
A review of the critical thinking literature reveals that there is growing interest in developing instructional strategies to develop students' critical thinking skills and dispositions. This paper reviews the research literature regarding the nature of critical thinking in the following areas:...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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MARC
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| 100 | 1 | |a Jones, Elizabeth A. | |
| 245 | 1 | 0 | |a Critical Thinking Skills for College Students |h [electronic resource] / |c Elizabeth A. Jones and Gary Ratcliff. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1993. | ||
| 300 | |a 18 p. | ||
| 500 | |a ERIC Document Number: ED358772. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: R117G10037. |5 ericd. | ||
| 520 | |a A review of the critical thinking literature reveals that there is growing interest in developing instructional strategies to develop students' critical thinking skills and dispositions. This paper reviews the research literature regarding the nature of critical thinking in the following areas: (1) differences in the conceptualization of critical thinking; (2) the degree to which critical thinking is generalizable across disciplines; and (3) the types of problems which should be measured in critical thinking assessments. The primary focus of the paper is on the different conceptualizations of critical thinking. Various areas of scholarly consensus are identified including the following ideas: that items central to critical thinking are analysis, evaluation, and inference; that critical thinking requires the use of cognitive abilities; that critical thinking includes metacognitive or self-monitoring skills; and that a student's thinking should meet certain criteria of good thinking or intellectual standards. Areas of scholarly disagreement are also identified including the questions of whether critical thinking is subject-specific or generalizable and how critical thinking can be measured. Contains 37 references. (GLR) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 0 | 7 | |a Cognitive Ability. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 1 | 7 | |a Critical Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Evaluative Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Literature Reviews. |2 ericd. |
| 650 | 1 | 7 | |a Metacognition. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Productive Thinking. |2 ericd. |
| 650 | 1 | 7 | |a Thinking Skills. |2 ericd. |
| 650 | 1 | 7 | |a Undergraduate Students. |2 ericd. |
| 700 | 1 | |a Ratcliff, Gary. | |
| 710 | 2 | |a National Center on Postsecondary Teaching, Learning, and Assessment. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED358772.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED358772 |h Other scheme |i web |n 1 |