Critical Thinking Skills Evidenced in Graduate Students Blogs

Autor/inn/en	Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.
Titel	Critical Thinking Skills Evidenced in Graduate Students Blogs
Quelle	In: Journal of Leadership Education, 11 (2012) 2, S.72-87 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Thinking Skills; Web Sites; Electronic Publishing; Critical Thinking; Graduate Students; Diaries; Guidelines; Skill Development; Educational Technology; Computer Uses in Education; Learning Processes; Leadership + Suchen Sie Ihr Suchwort? Denkfähigkeit; Web-Design; Elektronisches Publizieren; Kritisches Denken; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Diary; Tagebuch; Richtlinien; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtsmedien; Computernutzung; Learning process; Lernprozess; Führung; Führungsposition
Abstract	The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione, 1990). It was evident that providing students with guidelines for the purpose of blogging in the classroom was more thought evoking over the duration of the course compared to students following an open reflection. Self-Regulation and explanation were the skills used most consistently among participants. With this knowledge, how do educators encourage students to use the other four skills just as often? (Contains 2 figures.) (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/JOLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10