Measuring Critical Thinking Through Concept Maps
A Semester-long Experiment in Lifespan Course
DOI:
https://doi.org/10.31686/ijier.vol3.iss7.405Keywords:
Concept maps, Critical thinking, Lifespan, Undergraduates, StudentsAbstract
Critical thinking forms the core of our knowledge base. Students in higher education need practice and refinement of this skill crucial to help in their personal and social lives. The purposes of this study was to create an opportunity for the students in Lifespan Human Development course (n=20) to learn, practice and enhance critical thinking and conceptualization skills. This was studied using the assignment of Concept Maps, assessing the criteria Basic content, In-depth information, Connections/Comparisons, Theoretical/Holistic Views, Creativity/Novelty. Results showed that students improved in their critical thinking skills over the semester showing three performance patterns–Steady-progress, Inconsistent-progress, and Diffused. Researcher proposes that critical thinking ability to be introduced, practiced, supported, and promoted through deliberate instructional strategies and assessed regularly.
Downloads
References
Beyer, B. K. (2008). What research tells us about teaching thinking skills. The Social Studies, 99(5), 223-232. DOI: https://doi.org/10.3200/TSSS.99.5.223-232
Facione, P. A. (2010). Critical thinking: What it is and why it counts. 2010 Update. Retrieved June 21, 2010 from http://www.insightassessment.com/pdf_files/what&why2006.pdf
Facione, P. A., & Facione, N. C. (2009). The holistic critical thinking scoring rubric. Retrieved June 21,
from http://www.insightassessment.com/pdf_files/Rubric%20HCTSR.pdf Facione, P. A., & Facione, N. C. (2007). Talking critical thinking. Change, 39, 38-44. DOI: https://doi.org/10.3200/CHNG.39.2.38-45
Osterhage, J. (2009). Concept maps: Revealing and remodeling student knowledge structures by the use of absolute vs. conditional terms. Electronic portfolio developed at Knowledge Media Lab of Carnegie Foundation for the Advancement of Teaching.
Pithers, R. T., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42(3), 237-249. DOI: https://doi.org/10.1080/001318800440579
Tsui, L. (2002). Fostering critical thinking through effective pedagogy. Journal of Higher Education, 73(6), 740-763. DOI: https://doi.org/10.1353/jhe.2002.0056
Vacek, J. E. (2009). Using a conceptual approach with a concept map of psychosis as an exemplar to promote critical thinking. Educational Innovations, 48(1), 49-53. DOI: https://doi.org/10.3928/01484834-20090101-12
Walsh, C. M., & Seldomridge, L. A. (2006). Critical thinking: Back to square two. Journal of Nursing Education, 45(6), 212- 219.Williams, R. L., Oliver, R., Stockdale, S. (2004). Psychological versus generic critical thinking as predicted and outcome measures in a large undergraduate human development course. The Journal of General Education, 53(1), 37-58. DOI: https://doi.org/10.1353/jge.2004.0022
Downloads
Published
Issue
Section
License
Copyright (c) 2015 Sadguna D Anasuri
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
