Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 445-460 |
| Number of pages | 16 |
| Journal | Instructional Science |
| Volume | 40 |
| Issue number | 3 |
| Early online date | 25 Jul 2011 |
| DOIs | |
| Publication status | Published - May 2012 |
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Keywords
- variation theory
- metacognition
- critical thinking
- higher education pedagogy
- student-centred learning
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Psychological knowledge for teaching critical thinking : the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning. / Maclellan, Effie; Soden, Rebecca.
In: Instructional Science, Vol. 40, No. 3, 05.2012, p. 445-460.Research output: Contribution to journal › Article
TY - JOUR
T1 - Psychological knowledge for teaching critical thinking
T2 - the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning
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 -