How students make sense of criticality skills in higher education

Brown, Alison (2014) How students make sense of criticality skills in higher education. Practitioner Research in Higher Education, 9 (1). pp. 4-17.

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Abstract

Critical thinking skills in students, employees and citizens are endorsed for a wide range of positive reasons. What seems less well-known and the aim of this research was to investigate how students make sense of these skills. A semi-structured interview was loosely designed, using questions to ascertain criticality skills before, during and at the present time with 7 students in their final year of a BSc Complementary Therapy degree. All participants thought the word ‘criticality’ was misleading to students unfamiliar with the term. All students used analogies and metaphors when providing their own definitions of what criticality skills are, often using linguistic binary opposed terms to define what criticality is as opposed to what it is not. Using the linguistic binary opposed terms, the author created a pedagogical tool ‘The Criticality Wheel’ that could be used by lecturers as stimulus for their students to make sense of criticality.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Health, Psychology & Social Studies (HPSS) > Rehabilitation
Additional Information:	Alison Brown, University of Cumbria, UK.
Depositing User:	Insight Administrator
Date Deposited:	17 Nov 2015 11:41
Last Modified:	12 Jan 2024 12:32
URI:	https://insight.cumbria.ac.uk/id/eprint/1722

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