Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills, Structure Training, and Metacognitive Monitoring.

doi:10.1037/0003-066X.53.4.449

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Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills, Structure Training, and Metacognitive Monitoring.

Journal Article•DOI•

Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills, Structure Training, and Metacognitive Monitoring.

01 Apr 1998-American Psychologist (American Psychological Association)-Vol. 53, Iss: 4, pp 449-455

TL;DR: A 4-part empirically based model is proposed to guide teaching and learning for critical thinking: a dispositional component to prepare learners for effortful cognitive work, instruction in the skills of critical thinking, training in the structural aspects of problems and arguments to promote transcontextual transfer of critical-thinking skills, and a metacognitive component that includes checking for accuracy and monitoring progress toward the goal.

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Abstract: Advances in technology and changes in necessary workplace skills have made the ability to think critically more important than ever before, yet there is ample evidence that many adults consistently engage in flawed thinking. Numerous studies have shown that critical thinking, defined as the deliberate use of skills and strategies that increase the probability of a desirable outcome, can be learned in ways that promote transfer to novel contexts. A 4-part empirically based model is proposed to guide teaching and learning for critical thinking: (a) a dispositional component to prepare learners for efforiful cognitive work, (b) instruction in the skills of critical thinking, (c) training in the structural aspects of problems and arguments to promote transcontextual transfer of critical-thinking skills, and (d) a metacognitive component that includes checking for accuracy and monitoring progress toward the goal.

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Journal Article•DOI•

When and where do we apply what we learn?: A taxonomy for far transfer.

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Susan M. Barnett¹, Stephen J. Ceci¹•Institutions (1)

Cornell University¹

01 Jul 2002-Psychological Bulletin

TL;DR: A framework is provided that describes 9 relevant dimensions and shows that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions.

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Abstract: Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of "apples and oranges." They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested.

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1,577 citations

Cites background from "Teaching Critical Thinking for Tran..."

...A number of researchers have attempted to teach intelligence and related meta-cognitive skills, including “critical thinking” (e.g., Halpern, 1998; Herrnstein, Nickerson, de Sanchez, & Swets, 1986; Perkins & Grotzer, 1997; Sternberg, 1985; Williams et al., 1996; Winne, 1995)....
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...Thus began the century-long debate over the nature, contexts, and prevalence of transfer—a debate that continues today (e.g., Brown, Kane, & Long, 1989; Detterman, 1993; Halpern, 1998; Perkins & Grotzer, 1997; Singley & Anderson, 1989)....
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...(Halpern, 1998, p. 449) Reviewers are in almost total agreement that little transfer occurs....
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...E-mail: smb11@cornell.edu Psychological Bulletin Copyright 2002 by the American Psychological Association, Inc. 2002, Vol. 128, No. 4, 612–637 0033-2909/02/$5.00 DOI: 10.1037//0033-2909.128.4.612 612 as others alleged (e.g., Brown, 1989; Halpern, 1998)....
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...Halpern (1998) mentioned evidence for “gains in adult cognitive development . . . , superior responses to novel open-ended questions, . . . and changes in the organization of information” (p. 451) but acknowledged that the true test of her program’s success would require evidence of transfer....
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Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

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Gregory Schraw¹, Kent J. Crippen¹, Kendall Hartley¹•Institutions (1)

University of Nevada, Reno¹

06 Oct 2016

TL;DR: Gunstone et al. as discussed by the authors reviewed recent research on self-regulated learning and discuss the implications of this research for science education, focusing on three components of selfregulated learning including cognition, metacognition, and motivation.

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Abstract: The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy, 2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White, 1996; Nichols, Tippins, & Wieseman, 1997; White, 1998). We divide our discussion into two main parts. The first focuses on three components of selfregulated learning, including cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education. The second section focuses on six general instructional strategies for improving self-regulation in the science classroom. We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction, the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler & Winne, 1995; Gunstone, 1999b).

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1,073 citations

Journal Article•DOI•

Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning

[...]

Gregory Schraw¹, Kent J. Crippen¹, Kendall Hartley¹•Institutions (1)

University of Nevada, Reno¹

01 Mar 2006-Research in Science Education

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793 citations

Cites background from "Teaching Critical Thinking for Tran..."

...Halpern (1998) and Kuhn (1999) have written extensively about improving critical thinking skills....
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...Research in argumentation (Kuhn, 1999) and critical thinking (Halpern, 1998) indicates that many students fail to utilise sophisticated reasoning even at the college level....
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...At least three general inquiry based activities are essential (Chinn & Hmelo-Silver, 2002), including scaffolded experimental design (Khishfe & Fouad, 2002), discussion of results (Halpern, 1998; Kuhn, 1999), and reflection on the process of inquiry (Toth, Suthers, & Lesgold, 2002; Van See, 2000)....
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Journal Article•DOI•

Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

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Barak Miri¹, Ben-Chaim David², Zoller Uri²•Institutions (2)

Technion – Israel Institute of Technology¹, University of Haifa²

12 Jan 2007-Research in Science Education

TL;DR: In this article, a longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students' critical thinking (CT), within the framework of science education was conducted.

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Abstract: This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities.

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509 citations

Cites background from "Teaching Critical Thinking for Tran..."

...Research has indicated the need for improving critical thinking skills among students since many of them fail to utilise sophisticated reasoning even at the college level (Halpern, 1998; Kuhn, 1999)....
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Journal Article•DOI•

Critical Thinking as a Citizenship Competence: Teaching Strategies.

[...]

Geert ten Dam¹, Monique Volman¹•Institutions (1)

University of Amsterdam¹

01 Aug 2004-Learning and Instruction

TL;DR: In this article, the authors discuss various instructional formats for critical thinking from a social constructivist point of view, and propose a framework for the acquisition of the competence to participate critically in the communities and social practices.

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470 citations

Cites background from "Teaching Critical Thinking for Tran..."

...Halpern (1998) explicitly addresses the issue of the transferability of criticalthinking skills on the basis of a developed model aimed at learning transfer skills....
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...Several authors emphasize the reflective, self-evaluative nature of critical thinking, and point out that the metacognitive skills needed for this should be adressed in instruction (e.g. Halpern, 1998)....
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...The widespread focus on critical thinking as an educational goal does not alter the fact that critical thinking is a complex and contested construct, varying from a politically oriented educational aim (e.g. Giroux, 1992; McLaren, 1995) to a higher-order thinking skill (e.g. Halpern, 1998)....
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...Psychologists conceptualize critical thinking first and foremost as higher-order thinking skills and focus attention on the appropriate learning and instruction processes (e.g. Halpern, 1998; Kuhn, 1999)....
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...In order to characterize critical thinking, several authors go back to Bloom’s work (1956) (see e.g. Kennedy et al., 1991; Halpern, 1998)....
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References

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Book•

The reflective practitioner

[...]

D. Schoen

01 Jan 1983

TL;DR: In this paper, a reflection cycle and guiding questions are designed to assist licensure candidates in the reflection process and enable them to better understand the process and address the question; "How does this piece of evidence demonstrate my knowledge and skill level in this activity?".

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Abstract: The reflection that accompanies the evidence a candidate presents in the performance-based product is a critical part of the candidate's development. Through reflection the candidate begins the ongoing process of blending the art and science of good teaching practice. Reflection requires thoughtful and careful reporting and analysis of teaching practice, philosophy, and experience. Understanding why an activity or practice was productive or nonproductive in the classroom is a key element in the progression from novice to master teacher. The reflection cycle and the guiding questions included in this packet are designed to assist licensure candidates in the reflection process. They will enable candidates to better understand the reflection process and address the question; "How does this piece of evidence demonstrate my knowledge and skill level in this activity?". The following reflection cycle offers a prescriptive structure while allowing the flexibility necessary for candidates to demonstrate their knowledge, skill, and ability in the unique context of their area and environment. The reflections of the novice teacher are also vital to the assessors charged with the responsibility for judging whether the teacher has met the required level of performance for each standard based activity. Through their responses to the guiding questions, candidates will better be able to put evidence into perspective for the review team members by explaining how the evidence or artifact addresses the standard through the activity.

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9,821 citations

Book•

Everyday Cognition: Development in Social Context

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Barbara Rogoff, Jean Lave

17 Nov 1999

1,265 citations

"Teaching Critical Thinking for Tran..." refers result in this paper

...This requirement will virtually ensure face validity and will be consistent with the “situated cognition” viewpoint that is popular in the cognitive science literature and with one that I am extending to accommodate recall across domains (Glaser, 1992; Rogoff & Lave, 1984)....
[...]

Book•

Thought and Knowledge: An Introduction to Critical Thinking, 4th Edition

[...]

Diane F. Halpern¹•Institutions (1)

Claremont McKenna College¹

01 Aug 2002

1,054 citations

"Teaching Critical Thinking for Tran..." refers background in this paper

...When people think critically, they are evaluating the outcomes of their thought processes—how good a decision is or how well a problem is solved (Halpern, 1996)....
[...]

Book•

How We Know What Isn't So: The Fallibility of Human Reason in Everyday Life

[...]

Thomas Gilovich¹•Institutions (1)

Cornell University¹

01 Jan 1991

TL;DR: Gilovich argues that the biases and stereotypes that help us process an overload of complex information inevitably distort what we would like to believe is reality as discussed by the authors, and that awareness of our propensity to make these systematic errors is the first step to more effective analysis and action.

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Abstract: When can we trust what we believe - that "teams and players have winning streaks", that "flattery works", or that "the more people who agree, the more likely they are to be right" - and when are such beliefs suspect? Thomas Gilovich offers a guide to the fallacy of the obvious in everyday life. Illustrating his points with examples, and supporting them with the latest research findings, he documents the cognitive, social and motivational processes that distort our thoughts, beliefs, judgements and decisions. In a rapidly changing world, the biases and stereotypes that help us process an overload of complex information inevitably distort what we would like to believe is reality. Awareness of our propensity to make these systematic errors, Gilovich argues, is the first step to more effective analysis and action.

...read moreread less

1,006 citations

"Teaching Critical Thinking for Tran..." refers result in this paper

...This is why testimonials are so compelling, a fact that advertisers use to their advantage, and a single counterexample that supports a favored view ( " I know a person who" phenomenon) is often used to disprove a conclusion derived from a large study (Gilovich, 1991)....
[...]

Book•

Thought and Knowledge: An Introduction to Critical Thinking

[...]

Diane F. Halpern

01 Sep 1989

TL;DR: In this article, the authors describe the relationship between thought and language as Hypothesis Testing, and the development of problem-solving skills as a form of creative thinking, which they call creative thinking.

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Abstract: Contents: Preface. Thinking: An Introduction. Memory: The Acquisition, Retention, and Retrieval of Knowledge. The Relationship Between Thought and Language. Reasoning: Drawing Deductively Valid Conclusions. Analyzing Arguments. Thinking as Hypothesis Testing. Likelihood and Uncertainty: Understanding Probabilities. Decision Making. Development of Problem-Solving Skills. Creative Thinking. The Last Word.

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1,006 citations