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Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction
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The article was published on 1990-01-01 and is currently open access. It has received 1129 citations till now. The article focuses on the topics: Critical thinking & Educational assessment.read more
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Online teaching strategies to improve collaboration among nursing students
Laurie Posey,Christine Pintz +1 more
TL;DR: The design characteristics and educational benefits of three online-teaching strategies that nurse educators can use to build the critical thinking and social skills needed for effective collaboration: computer supported collaborative learning, case-based facilitated discussion, and cognitive flexibility hypermedia are compared.
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Teaching and Evaluating Critical Thinking in an Environmental Context
TL;DR: In this paper, a pilot study with an undergraduate forest issues course designed to increase critical thinking skills in students and move them toward responsible environmental citizenship was conducted, finding that after the 15-week course, students significantly improved in critical-thinking skills (n = 16, p <.05) and skills were correlated with critical thinking dispositions.
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Philosophical Concerns About Interpreting AACSB Assurance of Learning Standards
TL;DR: In this article, the authors argue that these standards are likely to be interpreted and actioned in ways that do not support best practices in education, and compare the more traditional model of liberal arts education to the predominant model evolving in schools of business today.
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Nationwide Testing of Critical Thinking for Higher Education: Vigilance Required
TL;DR: In this article, Ennis recommends cooperation by critical-thinking faculty and administrators, but only if there is much less comparability and considerably deeper transparency of the tests and their justification than the Commission recommends and only if vigilance in handling the many problems and dangers elaborated herein is successful.
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Computational thinking is critical thinking: connecting to university discourse, goals, and learning outcomes
TL;DR: This paper compares computational and critical modes of thinking, identifying concepts and terminology that support cross‐disciplinary discourse, inform faculty and curriculum development efforts, and interconnect learning outcomes at the course, program and university level, thus helping programs better articulate contributions to institutional goals.