Critical Thinking across the European Higher Education Curricula: lessons learnt
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Presented at the OECD Meeting in Paris, between 6-7 September 2018, by Professor Caroline Dominguez from UTAD (Portugal).
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Critical Thinking across the European Higher Education Curricula: lessons learnt
- 1. Critical Thinking across the European Higher Education Curricula OECD Meeting Paris, September 6th and 7th of 2018 Caroline Dominguez UTAD, Portugal
- 2. CRITHINKEDU Critical Thinking across the European Higher Education Curricula Website: http://crithinkedu.utad.pt/pt/what-is-crithinkedu/ Facebook: https://www.facebook.com/crithinkedu Twitter: https://twitter.com/CRITHINKEDU_EU Youtube: https://goo.gl/pbwqFQ
- 3. UTAD/webPACT
- 5. Main objective Quality guidelines for Critical Thinking Education in European Higher Education
- 6. Secondary objectives - Teachers’ education on CT systematic promotion - Network of European Universities and organizations (private and public) interested in promoting Critical Thinking - Repository of resources on CT promotion - Scientific and Public dissemination of Crithinkedu results
- 7. O1 – Critical thinking in the European labor market A European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century
- 8. 8 Which CT skills/dispositions are most important today? …have to be improved? …will be needed in a near future in your organization?
- 9. Participants • 112 from Social Sciences (education, tourism, etc.); • 36 from Biomedicine (health, animal sciences, etc.); • 32 from STEM – Sciences, Technology, Engineering and Maths – (engineering, ICT, etc.); • 7 from Humanities (arts and culture).
- 10. General results (1) (a) Metacognition and anticipation of difficulties; importance of self-regulation and in being prepared to the unforeseen.
- 11. • (b) Interdependence between skills and dispositions; emerges from experience and practical experience, lifelong learning, long-term effort and goals. • (c) Essential for personal and professional improvement, but also for the common good; brings an added value at economic and social level, and related with other skills as communication, teamwork, emotional intelligence and creativity. General results (2)
- 12. Specially for teachers and educators, CT is a major concern because it affects directly the development and learning of future citizens - those professionals being key actors and civic agents of these modelling processes, who can adopt different strategies to nurture CT. Social Sciences
- 13. Biomedicine CT requires clinical reasoning which is understood as thinking over different aspects of healthcare and wellbeing, in order to obtain a plausible decision regarding prevention, diagnosis or treatment of a specific patient.
- 14. STEM CT is required for problem-solving, which is understood as thinking about problems and different approaches to achieve the best solutions attending to the needs, goals and expectations of a specific customer.
- 15. Humanities CT involves the ability of thinking about reality, about what is ahead of him/her, ahead of all, and through this observation and thought modify that reality, transforming it into an artistic object/expression.
- 16. A proposal for a “European Inventory of Critical Thinking skills for the 21st century" http://bit.ly/2sEffTH
- 17. Final considerations Similar global interpretation of CT between the diverse fields. However with differences in its application shaped attending to the context, characteristics and peculiarities of each knowledge domain.
- 18. O2 – Critical thinking in the European Higher Education A European review on Critical Thinking educational practices in Higher Education Institutions https://bit.ly/2k8MKtz
- 19. Method and participants (1) 0 5 10 15 20 25 30 9 9 26 9 7 1 Biomedicine STEM Social Sciences Humanities Diverse fields Not specified Literature review in partners’ countries: 46 empirical studies
- 20. Method and participants (2) 0 5 10 15 20 25 30 9 9 26 9 Biomedicine STEM Social Sciences Humanities Interviews: 53 university teachers
- 21. Research on CT Education is a growing field within the European Higher Education (EHE) landscape. Main results (1)
- 22. CT dispositions are undervalued by EHE teachers. Main results (2)
- 23. CT instruction within subject-matter courses is the most used approach by university teachers, however not explicitly (immersive approach according to Ennis) Main results (3)
- 24. Active Learning methodologies, Teachers’ training and Students’ support are fundamental for CT development. Main results (4) • Argumentative discussions; • Problem-based learning; • Peer review; • Authentic situations;
- 25. University teachers have difficulties to assess their students’ CT development. Main results (5) • Superficial assessment of the intervention: teachers and students’ perceptions; • Lack of standardized tests and agreement in their use; • Lack of students’ CT permanency assessment; • Lack of students’ CT transferability assessment.
- 26. Difficulties were detected at three main levels: pedagogical, methodological and organizational. Main results (6) • Lack of students’ motivation; • Lack of organizational culture; • Lack of classroom conditions; • Inadequate classes’ size; • Lack of pedagogical training; • etc.
- 27. Gaps between labor market and academia
- 28. Preliminary guidelines for quality in CT education (…)
- 29. O3 – Training course for university teachers on CT education Roma, 29 jan. – 2 fev. 2018
- 30. O3 – Training course for university teachers on CT education DAY 1 What do we want to achieve in our Curricular Unit? (goal: identify and clarify CT learning goals and outcomes) DAY 2 What do students have to do? (goal: design CT learning activities and tasks) DAY 3 How can we support students in CT development? (goal: experience CT teaching methods and strategies) DAY 4 How can we measure the achievement? (goal: identify criteria and tools for CT assessment) DAY 5 Are we all ready to go? (goal: present the main outcomes of the course)
- 31. Replication /adaptation /implementation and evaluation of the course in partners’ institutions http://crithinkedu.utad.pt/news/training-course-on-guidelines- for-quality-assurance-criteria-in-critical-thinking-education-at- utad/
- 32. “Quality guidelines for Critical Thinking Education in European Higher Education” (after deployment scenarions in each partner institution) O4 – Quality in CT education
- 33. Critical Thinking Day and Bootcamp (2019)
- 37. 3. What have we learnt so far?
- 38. 1. CT is domain-specific and highly needed within labor market/society (should be continuosly fed by the different stakeholders – relationship between classroom-world); 2. Dispositions are the key for permanency and transferability (and can be achieved trough active and cooperative learning pedagogies); 3. CT is not being explicitly and systematically taught – requires environments carefully designed (redesign of practices) and integrative curricula (alignment between the different courses, curricular units); 4. CT should be part/reinforced in the institutional quality teaching guidelines; 5. CT assessment needs more research (format, tranferability and permanency); 6. Teachers’ training on critical thinking should entail reflection and time to share course redesign among peers (importance of groupwork, tutors and regular monitoring after the course);
- 40. References Almeida, L. S. (coord.) (2017). Criatividade e Pensamento Crítico: Conceito, Avaliação e Desenvolvimento. Braga: Centro de Estudos e Recursos em Psicologia. Bailin, S., & Battersby, M. (2010). Reason in the Balance: An Inquiry Approach to Critical Thinking. Whitby, ON: McGraw-Hill Ryerson. Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Davies, M., & Barnett, R. (2015). The Palgrave Handbook of Critical Thinking in Higher Education. New York: Palgrave Macmillan Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice, (pp. 9-26). New York: W.H. Freeman. Ennis, R. H. (1996). Critical Thinking. Upper Saddle River, NJ: Prentice-Hall.
- 41. (cont.) Halpern, D. (2014). Thought & Knowledge: An Introduction to Critical Thinking. 5th Edition. New York: Psychology Press Kahneman, D. (2011). Thinking, fast and slow. New York, NY: Farrar, Straus and Giroux. Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment & Instruction: The Delphi Report. California: California Academic Press. Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press Nosich, G. (2001). Learning to Think Things Trough: A Guide to Critical Thinking Across the Curriculum. Boston, MA: Pearson Education. Saiz, C. (2018). Pensamiento crítico y eficácia. Madrid: Ediciones Pirámide.