Enhancing Critical Thinking Skills in First Year Environmental Management Students: A Tale of Curriculum Design, Application and Reflection

Autor/inn/en	Whiley, Dona; Witt, Bradd; Colvin, R. M.; Sapiains Arrue, Rodolfo; Kotir, Julius
Titel	Enhancing Critical Thinking Skills in First Year Environmental Management Students: A Tale of Curriculum Design, Application and Reflection
Quelle	In: Journal of Geography in Higher Education, 41 (2017) 2, S.166-181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colvin, R. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2017.1290590
Schlagwörter	Critical Thinking; Thinking Skills; Skill Development; Environmental Education; Business Administration Education; Undergraduate Students; Curriculum Development; Course Evaluation; Scaffolding (Teaching Technique); Fundamental Concepts; Cooperative Learning; Learning Activities; Tutors; Educational Strategies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grundlagenplan; Konzept; Kooperatives Lernen; Lernaktivität; Förderlehrer; Lehrender; Tutor; Lehrstrategie; Ausland; Australien
Abstract	This paper chronicles the experience of academic staff in developing a course to enhance the critical thinking skills of environmental management undergraduates. We outline our considerations and process for course development, discuss insights from course evaluations, and reflect on the challenges encountered. We believe these perspectives will be useful for others who are developing critical thinking skills curricula, especially first year courses. Aspects of the course design which were considered particularly effective were the use of scaffolded assessment, the application of threshold concepts, and well-structured collaborative learning activities paired with quality tutors. The key learning for the authors from the evaluation of the course was that while the tools and strategies developed were very useful, interweaving these tools into year 2 and 3 courses would help students see the ongoing value of critical thinking in their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01