Literaturnachweis - Detailanzeige
Autor/inn/en | Al Ghamdi, Amani K. Hamdan; Deraney, Philline M. |
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Titel | Effects of Teaching Critical Thinking to Saudi Female University Students Using a Stand-Alone Course |
Quelle | In: International Education Studies, 6 (2013) 7, S.176-188 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Foreign Countries; Critical Thinking; Females; College Students; Pretests Posttests; College Freshmen; Business Administration Education; Computer Science Education; Interior Design; Teaching Methods; Problem Solving; Persuasive Discourse; Information Sources; Prediction; Instructional Effectiveness; Saudi Arabia Ausland; Kritisches Denken; Weibliches Geschlecht; Collegestudent; Studienanfänger; Computer science lessons; Informatikunterricht; Raumgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Persuasion; Persuasive Kommunikation; Information source; Informationsquelle; Vorhersage; Unterrichtserfolg; Saudi-Arabien |
Abstract | Teaching critical thinking, an educational goal widely discussed in the last 30 years (Halpern, 1993), is an essential element of professional and higher education as it promotes reasoned judgments under "conditions of uncertainty," a hallmark of professionalism (Levine, 2010; Shulman, 2005; Perry, 1970). In this study, the researchers present the implications of teaching CT in a course format in a Saudi private university that is preparing female professionals for the workforce. The course is taught as part of the general education requirements in the freshman year of study. Female students in the fields of business, computer sciences, and interior design participated in a CT pre-test/post-test sequence given at strategic times throughout the semester. The data illustrate significant improvement in the area of argument identification and analysis, but moderate to low improvement in the other markers of critical thinking. The results not only reflect course instruction as well as other external factors. The study suggests and recommends that in order for students to be critical thinkers, critical thinking would ideally be embedded or integrated throughout the students' academic career, not just in one, stand-alone course. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |