Pasek boczny artykułów

Przesłane lis 17, 2019
Zaakceptowane cze 12, 2020
Opublikowane gru 31, 2020
Download
PDF (English)
Statistic
Read Counter : 167 Download : 85

Główna treść artykułu

Abstrakt

The general aim of this paper is to identify the meaning of critical thinking from the perspective of a sample of international students’ experiences and explain how that knowledge can be used to improve teaching. The main research question is: how do international student’s understand critical thinking? The author presents the data from a focus group discussion consisting of nine 1st year students in the Master of Education Program, at the Department of Education of Stockholm University (SU). The hermeneutical approach was used in both epistemological and methodological aspects as the framework for the analysis of the focus group discussion. One of the conclusions is that critical thinking is re/constructed and a part of lifelong and life-wide learning.

Słowa kluczowe

critical reflection, understanding critical thinking, international students

Szczegóły artykułu

Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.

Jak cytować
Malec-Rawiński, M. (2020). The meaning of critical thinking from the perspective of international students. Dyskursy Młodych Andragogów, (21), 55–64. https://doi.org/10.34768/dma.vi21.487

Bibliografia

  1. Brookfield S.D. (1987), Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting, Josey-Bass, San Francisco.
  2. Bryman A. (2016), Social Research Methods, University Press, Oxford.
  3. Coe R., Waring M., Hedges L.V. & Arthur J. (2017), Research methods and methodologies in education, SAGE, London.
  4. Davies M. (2013), Critical thinking and the disciplines reconsidered, “Higher Education Research & Development”, Vol. 32(4), https://doi.org/10.1080/07294360.2012.697878.
  5. Davies M. (2015), A Model of Critical Thinking in Higher Education, in: M.B. Paulsen (ed.), Higher Education: Handbook of Theory and Research, Higher Education: Handbook of Theory and Research 30, Springer International Publishing, https://doi.org/10.1007/978-3-319-12835-1_2.
  6. Elder L. & Paul R. (1994), Critical Thinking: Why we must transform our teaching, “Journal of Developmental Education”, Vol. 18(1), pp. 34-35.
  7. Facione P. (1998), Critical thinking: What it is and why it counts?, Academic Press, Millbrae, California, www.insightassessment.com/pdf_files/what&why2006.pdf [7.03.2019].
  8. Foundation for Critical Thinking, http://www.criticalthinking.org/pages/defining-critical-thinking/766 [7.03.2019].
  9. Gadamer H.G. (1975/2013), Truth and method (revisited 2nd ed.) (trans. J. Weinsheimer & D. Marshall), Bloomsbury, New York-London.
  10. Jarvis P. (2001), The age of learning. Education and the knowledge society, Kogan Page, London.
  11. Lipman M. (1988), Critical thinking–what can it be?, “Educational Leadership”, Vol. 46(1), pp. 38-43.
  12. Mezirow J. (2009), An overview on transformative learning, in: Contemporary theories of learning: learning theorists–in their own words, K. Illeris (ed.), Routledge, London-New York.
  13. Zakrzewska-Manterys E. (1998), Hermeneutyczne inspiracje, Oficyna Naukowa, Warszawa.