Hammer, Sara Jeanne and Green, Wendy (2011) Critical thinking in a first year management unit: the relationship between disciplinary learning, academic literacy and learning progression. Higher Education Research and Development, 30 (3). pp. 303-315. ISSN 0729-4360
Abstract
While there appears to be broad acceptance that university graduates must have the capacity to think critically in an increasingly complex, information-rich world, there remains a gap between aspiration and teaching practice in many faculties. We examine this issue through our experience of designing assessment to develop critical thinking in a first year management unit. This case highlighted three important pedagogical considerations. First, there is the need to articulate a conceptualisation of critical thinking that is both discipline- and unit-specific. Second, there is a need to consider the crucial link between critical thinking and academic literacy. Third, there is a need to consider the relationship between the capacity for critical thinking, student learning progression and the development of disciplinary knowledge. These factors will all assist higher education teachers in meeting the challenge of designing developmentally appropriate assessment of critical thinking at each year level.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © 2011 HERDSA. Permanent restricted access to published version in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Historic - Learning and Teaching Support Unit |
| Faculty/School / Institute/Centre: | Historic - Learning and Teaching Support Unit |
| Date Deposited: | 31 Jul 2011 11:53 |
| Last Modified: | 02 Dec 2015 05:34 |
| Uncontrolled Keywords: | academic literacy; critical thinking; graduate attributes and skills; taxonomies; higher education research |
| Fields of Research : | 22 Philosophy and Religious Studies > 2203 Philosophy > 220307 Hermeneutic and Critical Theory 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170202 Decision Making 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development |
| Identification Number or DOI: | 10.1080/07294360.2010.501075 |
| URI: | http://eprints.usq.edu.au/id/eprint/19084 |
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