Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/36484

TitleCritical thinking in college: differential analysis by academic year and scientific area
Other titlesCritical thinking in college: diferential analysis according to academic year and scientific area
Author(s)Franco, Amanda Helena Rodrigues
Almeida, Leandro S.
KeywordsCritical thinking
Higher education
Assessment
Teaching
Issue date7-Jul-2015
PublisherUniversidade de Trás-os-Montes e Alto Douro (UTAD)
Abstract(s)Critical thinking is associated to multiple advantages in academic, personal, or professional life, such as higher quality decisions, a more efficient ability to solve problems, or active citizenship. To analyze the quality of critical thinking of the average college student, we assessed a sample of freshmen students taking a degree course (n=177) or a master's degree (n=155), in the scientific area of social sciences and humanities, or science and technology, with the Halpern Critical Thinking Assessment (Halpern, 2012). Results indicate differences in critical thinking according to academic year and scientific area, with master students taking a course in the area of science and technology scoring higher on this critical thinking assessment test. Higher education may have a positive impact on the quality of students' critical thinking.
TypeConference paper
DescriptionPublicado em "Pensamento crítico na educação: desafios atuais". ISBN 978-989-704-207-2
URIhttp://hdl.handle.net/1822/36484
Publisher versionhttp://bit.ly/1Rzdos1
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Textos em volumes de atas de encontros científicos nacionais e internacionais

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