Understanding critical thinkingA comparative analysis between university students’ and teachers’ conception

  1. Bezanilla, María José 1
  2. Galindo-Domínguez, Hector 2
  3. Campo, Lucía 3
  4. Fernández-Nogueira, Donna 3
  5. Poblete Ruiz, Manuel 3
  1. 1 Unviersity of Deusto, Spain
  2. 2 University of the Basque Country, Spain
  3. 3 University of Deusto, Spain
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Revista:
Tuning journal for higher education

ISSN: 2340-8170

Año de publicación: 2023

Título del ejemplar: Student and Teacher perceptions and experiences: How do they align?

Volumen: 10

Número: 2

Páginas: 223-244

Tipo: Artículo

DOI: 10.18543/TJHE.2515 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Tuning journal for higher education

Resumen

Critical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking. Received: 30 June 2022Accepted: 6 March 2023

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Fuente de los datos: Dialnet