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Psychological knowledge for teaching critical thinking : the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning

Maclellan, Effie and Soden, Rebecca (2012) Psychological knowledge for teaching critical thinking : the agency of epistemic activity, metacognitive regulative behaviour and (student-centred) learning. Instructional Science, 40 (3). pp. 445-460. ISSN 0020-4277

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    Abstract

    This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, 1999), the singularity of one tutor's reported pedagogical practice was explored through focus-group discussion. Qualitative analysis of the data, theoretically informed by phenomenography, suggested that the tutor's reported practice, when compared with that of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning. It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking - as outlined in the first part of this paper - is a prerequisite for constructing domain-specific pedagogical intentions for developing learners' critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates the risk of educationally important aspects of learning being overlooked. (De Corte, 2000)

    Item type: Article
    ID code: 33369
    Keywords: variation theory, metacognition, critical thinking, higher education pedagogy , student-centred learning, Psychology, Education (General), Education, Developmental and Educational Psychology
    Subjects: Philosophy. Psychology. Religion > Psychology
    Education > Education (General)
    Department: Faculty of Education > Educational and Professional Studies
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      Depositing user: Pure Administrator
      Date Deposited: 17 Sep 2011 09:19
      Last modified: 05 Sep 2014 10:45
      URI: http://strathprints.strath.ac.uk/id/eprint/33369

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