Show simple item record

dc.contributor.authorPenkauskienė, Daiva
dc.contributor.authorValavičienė, Natalija
dc.contributor.authorPivorienė, Jolanta
dc.contributor.authorRailienė, Asta
dc.contributor.authorMerfeldaitė, Odeta
dc.contributor.authorIndrašienė, Valdonė
dc.contributor.authorSadauskas, Justinas
dc.contributor.authorJegelevičienė, Violeta
dc.date.accessioned2020-09-30T11:56:26Z
dc.date.available2020-09-30T11:56:26Z
dc.date.issued2020
dc.identifier.issn2081-1640
dc.identifier.urihttps://repository.mruni.eu/handle/007/16650
dc.description.abstractAim. The aim of the research is to answer the research questions, how is critical thinking reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme developers. Methods. The subject of the study were 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less expressed. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. Research restrictions. The policy of the colleges and universities, how to provide the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents selected study programmes. Practical application. The created framework may be used for study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.en
dc.language.isoenen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.titleCritical Thinking Embeddedness in Higher Education Programmesen
dc.typeArticleen
dc.doi10.15503/jecs2020.2.121.132en
dc.editorial.boardYraen
dc.identifier.alephelaba:69312176en
dc.publication.sourceJournal of Education Culture and Society. ISSN 2081-1640, 2020, Vol. 12, Iss. 2en
dc.subject.facultyŽmogaus ir visuomenės studijų fakultetasen
dc.subject.keywordCritical thinkingen
dc.subject.keywordStudy programmesen
dc.subject.keywordSkillsen
dc.subject.laboratoryEdukacinių technologijų laboratorijaen
dc.subject.publicationtypeS1en
dc.subject.sciencedirection07S - Edukologijaen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record