practices in critical thinking education: writing for reflection and problem-based learning
2
. Similarly,
Romkey and Cheng highlighted
interdisciplinary problems, open-ended problems and discussion,
reflection, and active learning as effective techniques for critical thinking development
3
. Despite the
technique applied, several common themes emerge when researching effective development
of critical
thinking skills
2,3,4
:
1. Explicit instruction of critical thinking is important; assessment tools and frameworks can be used as a guide,
2. The instructor should model “good” critical thinking practice,
3.
The instructor must provide ample opportunities for the students to practice critical thinking.
In “Introduction
to Engineering,” explicit critical thinking instruction uses the Paul-Elder framework
and includes lecture presentations on the eight elements and the standards and reading assignments from
Learning to Think Things Through by Gerald
Nosich
5
. Nosich elucidates the P-E Framework by clearly
distinguishing between
analysis and
evaluation as it relates to critical thinking. The
elements provide a
way for any piece of reasoning to be
analyzed or understood and the
standards are filters
or ways to
evaluate the reasoning, to determine if the reasoning was done well. Figure 2 illustrates the process of
reasoning using the Paul-Elder critical thinking framework. In “Introduction to Engineering,”
differentiating between analysis and evaluation in terms of the elements and standards
and the ability of
the elements and standards to guide analysis and thinking is emphasized.
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