Psychological knowledge for teaching critical thinking: the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning

Effie Maclellan, Rebecca Soden

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, 1999), the singularity of one tutor's reported pedagogical practice was explored through focus-group discussion. Qualitative analysis of the data, theoretically informed by phenomenography, suggested that the tutor's reported practice, when compared with that of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning. It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking - as outlined in the first part of this paper - is a prerequisite for constructing domain-specific pedagogical intentions for developing learners' critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates the risk of educationally important aspects of learning being overlooked. (De Corte, 2000)
    LanguageEnglish
    Pages445-460
    Number of pages16
    JournalInstructional Science
    Volume40
    Issue number3
    Early online date25 Jul 2011
    DOIs
    Publication statusPublished - May 2012

    Fingerprint

    Teaching
    Learning
    Students
    Psychology
    tutor
    learning
    student
    Knowledge Bases
    Focus Groups
    group discussion
    Thinking
    literature

    Keywords

    • variation theory
    • metacognition
    • critical thinking
    • higher education pedagogy
    • student-centred learning

    Cite this

    @article{de29410858104d0695807ba0b94bd9cb,
    title = "Psychological knowledge for teaching critical thinking: the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning",
    abstract = "This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, 1999), the singularity of one tutor's reported pedagogical practice was explored through focus-group discussion. Qualitative analysis of the data, theoretically informed by phenomenography, suggested that the tutor's reported practice, when compared with that of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning. It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking - as outlined in the first part of this paper - is a prerequisite for constructing domain-specific pedagogical intentions for developing learners' critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates the risk of educationally important aspects of learning being overlooked. (De Corte, 2000)",
    keywords = "variation theory, metacognition, critical thinking, higher education pedagogy , student-centred learning",
    author = "Effie Maclellan and Rebecca Soden",
    year = "2012",
    month = "5",
    doi = "10.1007/s11251-011-9183-4",
    language = "English",
    volume = "40",
    pages = "445--460",
    journal = "Instructional Science",
    issn = "0020-4277",
    number = "3",

    }

    TY - JOUR

    T1 - Psychological knowledge for teaching critical thinking

    T2 - Instructional Science

    AU - Maclellan, Effie

    AU - Soden, Rebecca

    PY - 2012/5

    Y1 - 2012/5

    N2 - This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, 1999), the singularity of one tutor's reported pedagogical practice was explored through focus-group discussion. Qualitative analysis of the data, theoretically informed by phenomenography, suggested that the tutor's reported practice, when compared with that of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning. It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking - as outlined in the first part of this paper - is a prerequisite for constructing domain-specific pedagogical intentions for developing learners' critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates the risk of educationally important aspects of learning being overlooked. (De Corte, 2000)

    AB - This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, 1999), the singularity of one tutor's reported pedagogical practice was explored through focus-group discussion. Qualitative analysis of the data, theoretically informed by phenomenography, suggested that the tutor's reported practice, when compared with that of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning. It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking - as outlined in the first part of this paper - is a prerequisite for constructing domain-specific pedagogical intentions for developing learners' critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates the risk of educationally important aspects of learning being overlooked. (De Corte, 2000)

    KW - variation theory

    KW - metacognition

    KW - critical thinking

    KW - higher education pedagogy

    KW - student-centred learning

    U2 - 10.1007/s11251-011-9183-4

    DO - 10.1007/s11251-011-9183-4

    M3 - Article

    VL - 40

    SP - 445

    EP - 460

    JO - Instructional Science

    JF - Instructional Science

    SN - 0020-4277

    IS - 3

    ER -