Biblioteca Digital de VanguardiaCritical thinking education in the portuguese higher education institutions: a systematic review of educational practices
Critical Thinking (CT) education has been a field of growing concern within the Portuguese Higher Education (HE) context, in an attempt to meet the labour market needs and the most demanding and complex societal challenges. However, there is a lack of systematic literature review studies characteriz...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Inglés |
| Publicado: |
Edições Universitárias Lusófonas
2018
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| Acceso en línea: | https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6259 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47860 |
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| author | Cruz, Gonçalo Payan-Carreira, Rita Dominguez, Caroline |
| author_facet | Cruz, Gonçalo Payan-Carreira, Rita Dominguez, Caroline |
| author_sort | Cruz, Gonçalo |
| collection | Repositorio |
| description | Critical Thinking (CT) education has been a field of growing concern within the Portuguese Higher Education (HE) context, in an attempt to meet the labour market needs and the most demanding and complex societal challenges. However, there is a lack of systematic literature review studies characterizing the different CT educational practices adopted by faculty teachers. Thus, this review intends to understand to what extent the Portuguese teachers in HE have been developing CT skills and dispositions in their students, in a continuous, explicit and effective way. Following the steps of review methods, 27 empirical studies complying with the inclusion criteria were analysed. Results show that CT educational practices are gradually increasing over the years, but they tend to be developed with an implicit, non-intentional and short-term basis, neglecting the development of CT dispositions in the classroom. Studies from different nature are needed (experimental, longitudinal) in order to assess the permanency or generalization of CT in students. Several difficulties were found and future work should stimulate the discussion on the ways to overcome them, guiding HE teachers and institutions in the development, support and evaluation of CT practices.
Keywords: higher education; critical thinking; educational practices; literature review |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO47860 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés |
| publishDate | 2018 |
| publisher | Edições Universitárias Lusófonas |
| record_format | greenstone |
| spelling | clacso-CLACSO478602022-03-17T17:43:39Z Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices Cruz, Gonçalo Payan-Carreira, Rita Dominguez, Caroline Critical Thinking (CT) education has been a field of growing concern within the Portuguese Higher Education (HE) context, in an attempt to meet the labour market needs and the most demanding and complex societal challenges. However, there is a lack of systematic literature review studies characterizing the different CT educational practices adopted by faculty teachers. Thus, this review intends to understand to what extent the Portuguese teachers in HE have been developing CT skills and dispositions in their students, in a continuous, explicit and effective way. Following the steps of review methods, 27 empirical studies complying with the inclusion criteria were analysed. Results show that CT educational practices are gradually increasing over the years, but they tend to be developed with an implicit, non-intentional and short-term basis, neglecting the development of CT dispositions in the classroom. Studies from different nature are needed (experimental, longitudinal) in order to assess the permanency or generalization of CT in students. Several difficulties were found and future work should stimulate the discussion on the ways to overcome them, guiding HE teachers and institutions in the development, support and evaluation of CT practices. Keywords: higher education; critical thinking; educational practices; literature review 2018-03-03 2022-03-17T17:43:39Z 2022-03-17T17:43:39Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo Revisto por Pares https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6259 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47860 eng https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6259/3821 Direitos de Autor (c) 2018 Revista Lusófona de Educação application/pdf Edições Universitárias Lusófonas Revista Lusófona de Educação; v. 38 n. 38 (2017): Revista Lusófona de Educação 1646-401X 1645-7250 |
| spellingShingle | Cruz, Gonçalo Payan-Carreira, Rita Dominguez, Caroline Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| title | Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| title_full | Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| title_fullStr | Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| title_full_unstemmed | Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| title_short | Critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| title_sort | critical thinking education in the portuguese higher education institutions: a systematic review of educational practices |
| url | https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6259 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47860 |