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1. https://www.criticalthinking.org/files/Concepts_Tools.
pdf
2. http://www.robinwood.com/Democracy/GeneralEssays/CriticalThinking.pdf
3. http://www.student.uwa.edu.au/__data/assets/pdf_file/0003/1922502/Critical-Thinking-What-it-is-
and-why-it-counts.pdf
4. https://sydney.edu.au/stuserv/documents/learning_centre/critical.pdf
5.http://www.schrockguide.net/uploads/3/9/2/2/392267/critical-thinking-workbook.pdf
6.http://www.nunez.edu/Images/Interior/tutoring/study%20strategies%20and%20critical%20thinking%
20skills.pdf
7.http://www.deakin.edu.au/__data/assets/pdf_file/0012/51222/critical-thinking.pdf
8. https://education.wm.edu/centers/cfge/_documents/resources/tctinstru.pdf
9. http://archive.qmu.ac.uk/els/docs/critical%20thinking.pdf
10. https://sydney.edu.au/stuserv/documents/learning_centre/critical.pdf
11. https://www.criticalthinking.org/files/Concepts_Tools.pdf
12. ww.student.uwa.edu.au/__data/assets/pdf_file/0003/1922502/Critical-Thinking-What-it-is-and-
why-it-counts.pdf
13.i mages.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf
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17. http://archive.qmu.ac.uk/els/docs/critical%20thinking.pdf
RECOGNIZING THE CONCEPTUAL CAPITAL OF THE

ACADEMICALLY DIVERSE LEARNER IN THE SCIENCE LEARNING
ENVIRONMENT
Dr. Richard E. Shope III, Director

World Space Foundation, Education Division
Abstract
The term academically diverse learner (Tomlinson, 2001) refers to the
recognition that each student has a unique combination of interest affinities,
performance capabilities, socioeconomic, sociocultural, and language influences, and
physical and socioemotional conditions of well being. As learners enter the science
classroom, they bring a wide range of diverse contexts of meaning with them as they
encounter a science phenomenon. This therefore requires a variety of diagnostic
strategies that lead to a selection of appropriately adaptive and differentiated teaching
strategies (Tomlinson, 1999). To gain such insight, teachers must diagnose not only
the content of the students personal conceptions but also the thinking processes that
produced them (Strike and Posner, 1992). That is, the teacher must look
empathetically through the eyes of the student. To accomplish this requires a high
degree of self-awareness as well as a willingness to examine ones own hidden
assumptions and dysconscious blind spots. To look through the eyes of a student to
perceive diverse contexts of meaning is a qualitatively different process than scoring a
test to determine content knowledge. We propose a framework to guide the science
teacher to explore how to discover and leverage theconceptual capital of academically
diverse learners.
Introduction
One implication of constructivist philosophy is that, as learners, we create knowledge in
the perturbations of our encounters with the real world, as we draw from the available resources
of our already-existing knowledge, conceptions, notions, skills, experiences, creativity, and
reasoning patterns. Strike and Posner (1982, 1992) introduced and then later developed the
notion of a conceptual ecology, an overarching rationale for the organization and evaluation of
concepts, connected to theories of learning, knowledge, and beliefs about science. An
individuals conceptual ecology consists of the rich substrate of cognitive artifacts, features such
as anomalies, analogies, metaphors, epistemological beliefs, metaphysical beliefs, knowledge
from other areas of inquiry, and knowledge of competing conceptions. The adaptive learning
value of this ecosystem can be referred to as a learners conceptual capital. Learners advance
from where they actually are, as they construct knowledge from the ever-changing resources of
conceptual capital that are available, accessible, and relevant to the task at hand.
Awareness of a students conceptual ecology is achieved through diagnosis of the
students personal science conceptions. Diagnosis consists of strategies that yield information
that the teacher can use to decide how best to guide a student toward advanced scientific
understanding. To gain such insight, teachers must diagnose not only the content of the students
personal conceptions but also the thinking processes that produced them (Strike and Posner,
1992). That is, the teacher must look empathetically through the eyes of the student into the
diverse contexts of meaning that shape the students conceptualization process regarding a
science phenomenon. For example, a unit about ice and snow taught in Southern California
among students who may have never experienced wintry conditions must be approached
differently than among students in Northern Minnesota, for whom snow and ice is familiar. In
either case, the diagnostic challenge is to evoke expression of students personal conceptions that
indicate the conceptual capital they have to work with. This allows a differentiation of
instructional strategies that take advantage of students current understanding and to move
toward more advanced conceptual understanding.
By creating a rich substrate of resources within the learning environment,
teachers can leverage the conceptual capital of each academically diverse learner, and
cause that conceptual ecology to increase in value. Building an inclusive approach to
diagnose and conceptualize the personal science conceptions of academically diverse
learners requires awareness of students conceptual capital, that is, their academic
strengths and learning potentials. The aim in each case, is to move away from viewing
the student through a lens of a static deficit model, accentuating what the student may
be lacking, toward a conceptual capital model that emphasizes how to capitalize
on existing and to develop new academic strengths as the teacher creates adaptive
opportunities for each learner through differentiated and rigorous academic activity.
Our concern as advocates for the academically diverse students is that rigor and
differentiation are often in short supply and that there is a tacit dysconscious
agreement not to rock the boat to overcome the historically difficult obstacles to
enhance opportunity for advancing scientific understanding.
Here we enter a veritable minefield of hidden assumptions. To perceive the
science phenomenon through the eyes of the student the teacher enters an arena of
making judgments based on the ability to empathize with the students. To accomplish
this requires a high degree of self-awareness, especially with a willingness to examine
ones own hidden assumptions and dysconscious blind spots. To look through the
eyes of a student is a qualitatively different process than scoring a test.
The term dysconscious refers to actions characterized by an existent, yet
unexamined and plausibly deniable, underlying assumption that leads to the same
consequences as if it were deliberately expressed. King (1991) describes
dysconsciousness as an uncritical habit of mind (including perceptions, attitudes,
assumptions, and beliefs) that justifies inequity and exploitation by accepting the
existing order of things as given. Dysconscious expression, through words or actions,
results in an effect as if the underlying attitude were deliberate, claimed, and
conscious in intent. For example, an offhand dysconscious remark by a teacher that
the students in the classroom are low performers within the earshot of the students,
may have the unintended, yet just as hurtful effect of putting students down, even if
the teacher can, with clear conscience, declare no harmful intent. Dysconscious
behavior among teachers is most problematic when a students capabilities are
underestimated by results of high-stakes standardized tests or by the effects of
dysconscious assumptions that cause a teacher to overlook evidence of a students
learning potential.
To counter these tendencies and to enhance the capacity to look through the
eyes of the learner, we propose a practical framework to guide diagnosing and
conceptualizing the notion of the conceptual capital available to academically diverse
learners, drawing from both research and practitioner experience. We propose to use
the term academically diverse learner to refer to dimensions of dynamic conceptual
capital expressed as interrelated value-categories, aspects of a person that are
constantly changing and growing, especially as opportunities arise as viewed from the
perspectives of the learner and the adults around the learner, especially the educator
and the familial caregivers. These value-categories, as viewed from these
perspectives, are offered as a starting point toward developing a rigorous and
dynamic conceptual capital model that can ultimately be articulated and tested
through research and advocacy. We suspect that this model will energize and unify
efforts to advocate for serving the science learning needs of academically diverse
students.
Figure 1. Diverse
Contexts of Meaning
Figure 2. Diagnostic Worksheet for Preservice or Professional Development
Participants 1) self-diagnose, 2) write brief descriptions about themselves for each
value category, and 3) share with a small group of colleague. This results in gaining
empathetic insight into the conceptual capital that exists among peers and how to lead
activity for others.
Figure 2. Transforming the Language of Recognizing Learning Potential

Diagnosing and Conceptualizing Academic Diversity: Worksheet for Discussion
Guiding Questions: How can we better estimate the learning potential of the
academically diverse learner? What academic strengths and learning potentials
does the student have to work with?
Task: Consider how to transform deficit model discourse toward conceptual capital
model discourse by using examples that emerged from previous discussion.
Conceptua
l Capital
Model
Discourse
Static Deficit Model Discourse

References
King, Joyce E. (1991). Dysconcious Racism: Ideology, Identity, and the Miseducation
of Teachers. Journal of Negro Education, Vol. 60, No. 2, pp. 133+.
Strike. K. A. & Posner, G.J. (1982). Conceptual change and science

teaching. European Journal of Science Education, 4, 3, 231-240.
Strike. K. A. & Posner, G.J. (1992). A revisionist theory of conceptual change. In Duschl, R.
A. & Hamilton, R. J. (Eds.) (1992). Philosophy of science, cognitive psychology, and
educational theory and practice. Albany, NY: SUNY Press.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of
all learners. Alexandria, VA: Association for Supervision and
Curriculum Development.
Tomlinson, C.A. (2001). Presentation at the World Council for Gifted and Talented Children,
Barcelona.
TEACHING STUDENTS TO THINK LIKE A SCIENTIST:

THE SCIENTIFIC INQUIRY WHEEL GAME
Dr. Richard E. Shope III, Director

World Space Foundation, Education Division
Abstract
It is widely known that the so-called scientific method does not tell the
whole inquiry story (McComas, 1998). Many classrooms and science fairs still send
the message that there is a single step-by-step way to do science as inquiry. In reality,
scientific inquiry is a collection of ever-evolving practices of doing science that has
grown over many centuries. For expert scientists it is a matter of selecting from a
repertoire of inquiry strategies based on the phase of research they are involved in.
For science learners and, alas, often for science teachers, scientific inquiry can seem
mysterious and complicated. They wonder: Where do we begin? What do we do
next? How do we test out our ideas? How do we know when we are really doing
science? Building upon Rebecca Reiffs (2002) study describing how scientists really
think about and do science, the Scientific Inquiry Wheel Game brings research results
into the theatre of the science learning environment. Teachers who play the Scientific
Inquiry Wheel Game experience a new approach to help students build conceptual
understanding about science as inquiry (NRC, 1996). Students gain a practical
understanding of the repertoire of inquiry strategies that scientists really use.
Introduction
The notion that a common series of steps is followed by all research scientists must be
among the most pervasive myths of science (McComas, 1998, p. 57). Glance at the opening
chapters of many precollege science books and you will likely find a list that, with
minor variations, includes steps such as: a) define the problem; b) gather information;
c) form a hypothesis; d) make observations; e) test the hypothesis; f) draw
conclusions; and g) report results. Walk into a typical K-12 classroom where science
is taught and somewhere on the wall will be a poster that displays the five to seven
steps of The Scientific Method. Google the phrase the scientific method and you
will find entry after entry that conveys the impression that science is a universally
linear and methodical procedure. Many teachers would be shocked to hear that
scientists dont really work that way. In reality, research shows that scientists
approach and solve problems with imagination, creativity, prior knowledge, and
perseverance (McComas, 1998, p. 58). A more accurate view is to discuss
various methods of science.
One of the compelling discussions of how scientists really do science
resulted from interviewing 52 science faculty members who described how they
practiced science (Reiff, 2002). Rebecca Reiff displayed her results as a
dynamic inquiry wheel, a theoretical construct that emerged from a grounded theory-
based research project examining scientists conceptions of scientific
inquiry. Because of the strong research basis, the inquiry wheel provides a more
sophisticated and more authentic model of the process of scientific inquiry. While
textbooks typically provide a set of five or six steps as the scientific method with little
or no indication of any opportunity to return to earlier steps, the inquiry wheel allows
unlimited opportunities to go back and forth among several iterative stages as often as
necessary.
Figure
1. Rebecca Reiffs proposed method of inquiry
Teaching science as inquiry aims at having students emulate what scientists do:
to develop the abilities necessary to do scientific inquiry and understandings about
scientific inquiry. The National Science Education Standards advocate looking at
science as inquiry (NRC, 1996, p. 23):
Scientific inquiry refers to the diverse ways in which scientists study the
natural world and propose explanations based on evidence derived from
their work. Inquiry also refers to the activities of students in which they
develop knowledge and understanding of scientific ideas, as well as an
understanding of how scientists study the natural world.
Specifically, this refers to the diverse ways that: a) scientists do science; b) students
learn about science; c) students learn about doing science; and d) students do science.
Reiffs inquiry wheel displays a spectrum of methods that expert scientists draw from,
seemingly intuitively. One implication is that both teachers and students need
effective ways to understand the real world of scientific inquiry, even as the myth
of the scientific method remain ubiquitous. The elements of the conventionally
understood as the scientific method can be found within the inquiry wheel, but
presented in the broader and more diverse context of what it really means to do
science as inquiry. So, in effect, this does not discount the information communicated
by the conventional myth, but extends and enhances understanding toward a more
advanced and accurate view of how scientists actually work and to practice science as
inquiry.
For novice learners and teachers who do not practice science regularly, the
meaning of each strategy and the basis of a decision to select one at a given moment,
are opaque to understanding. In an effort to communicate this more accurate view of
the creative synthesis involved in selecting and applying scientific
methods, plural, we have built upon Reiffs study to devise an experiential Scientific
Inquiry Wheel Game. Keeping the research-base of Reiffs work intact, the scientific
inquiry wheel game expands the stepwise description into a vibrant spectrum of
scientific inquiry strategies that expert scientists draw upon, arranged on a game
spinner. The graphic is designed to guide both teachers and students toward a more
dynamic view of scientific inquiry. The act of playing the inquiry wheel game can
provide a robust organizing structure that carries over into other aspects of science
instruction, especially in the context of exploratory encounters with science
phenomena.
Scientific inquiry begins with the creative act of generating questions, for
which we have no satisfying answer, about a natural phenomenon that piques our
curiosity. Thus, at the center of the inquiry wheel is
the phrase generate questions. Generally speaking, a cycle of inquiry tends to move
from activating curiosity, to creating a great question, to conducting an investigation,
and then telling the world about significant results. But inquiry does not necessarily
move step by step by step in order. Scientists select what seems to make most sense in
the midst of their work. They often backtrack and jump around. Often,
the unexpected causes scientists to select a different strategy.
Object of the Game: To create new understandings about the nature of scientific inquiry.
Science Leader Tasks:
Create several Exploratory Zones, where students have an opportunity to explore
an interesting phenomenon, along with science notebook materials for students to record
Questions, Explanations, Observations, Resultset cetera.
If spinners are already made, assign a spinner to each student.
Modify rules as needed to optimize learning for the students.
When about twenty minutes are left, call the Science Plenary Session to order.
Student Tasks:
Form several active inquiry teams of 2, 3, 4, or 5.
If spinners are not already made, make spinners, assembling the arrow and
graphic with a small paper clip and cellophane tape.
As a team, select and group around an Exploratory Zone-- with pencils in hand.
Playing the Game:
Generate Questions: for the first few minutes, ask as many interesting questions
about the phenomenon in the exploratory zone, and write them down.
Agree on a Quest: as a group, select which of the generated questions hold the
most interest and play the game with those selected questions in mind.
Spin the Spinner: in turn, each player spins the spinner. Once the arrow points to
an inquiry method (if it lands in between, pick either one), lead a brief discussion to agree
on what it means, and then DO or plan what you COULD DO based on what it means in
relation to one of the selected questions.
Keep Track of Each Move: each player keeps a science notebook record of each
move, in order to be ready to describe the moves to the whole group.
Tell the World: when the Science Leader calls the Science Plenary Session to
order, stop play, take a few minutes to prepare a sharing of what happened, and then share
the scientific inquiry adventure with the whole group.
So spin the spinner and let the scientific inquiry wheel guide your quest! When students
and teachers play the scientific inquiry wheel game, they construct new knowledge and
conceptual understanding about doing science, modeling the process of conceptual change as a
selectional system of scientific inquiry.
Figure 1. The Scientific Inquiry Wheel Game Spinner

Figure 2. Scientific Inquiry Wheel Game Glossary
Scientific Inquiry Wheel What does it mean in your What does it look like?
Strategy own words?
Experience Wonder
& Express Curiosity
Observe
& Explore
Select a Focus of Interest

or Define an Interesting
Problem
Form a
Researchable Question
Investigate the Known
Create Several
Alternative Explanations
Propose a Testable
Explanation
Design an Investigation
Carry Out the

Investigation
Interpret the Results
Reflect on the Implications
Communicate Significant
Results
Figure 3. Keeping Track of Scientific Inquiry Wheel Game Moves

Scientific Inquiry What does the phrase mean What did you
Wheel Move in your own words? decide to do or plan to do?
1
Figure 4. Scientific Inquiry Wheel Diagnostic Assessment Guide

Scientific Inquiry Diagnostic Assessment Guide
Inquiry Strategy Guiding Question:
What evidence exists to show that learners:
Generate Questions Ask personally meaningful
questions related to the science
phenomenon?
Act on Your Curiosity
Experience Wonder Express their own sense of curiosity
& Express Curiosity about the science phenomenon?
Observe & Explore Experience the topic in

multisensory ways to form their
own impressions and record
meaningful data?
Select of Focus of Identify and articulate a problem to
Interest or Define an solve or purpose inquire related to
Interesting Problem the science phenomenon?
Create a Great Question

Form a Formulate a set of testable questions
Researchable and explicit measurement
Question parameters?
Investigate Search out ways to find out what

the Known others already know about the
topic?
Create Several Propose multiple explanations?
Alternative Examine assumptions and remain
Explanations open-minded?
Conduct an Investigation
Propose a Testable Propose a way to test the viability of
Explanation an alternative explanation?
Design the Design a way to validate or

Investigation eliminate proposed explanations?
Carry Out the Carry out an investigation
Investigation individually or with a collaborative
team?
Tell the World
Interpret the Results Interpret meaning of measurements
taken and margins of error?
Reflect on the Reflect on the meaning of the
Implications inquiry in a broader context?
Communicate Discuss ideas with and

Significant Results communicate findings to various
audiences?
References
McComas, W.F. (1998). The principal elements of the nature of science: Dispelling the myths. In
McComas, W. F. (Ed.) The nature of science in science education: Rationales and
strategies. Dordrecht, Netherlands: Kluwer Academic Publishers.
National Research Council (1996). National science education standards. Washington, DC:
National Academy Press.
Reiff, R. (2002). Scientists conceptions of scientific inquiry: Voices from the front. Paper
presented at the 2002 National Association for Research in Science Teaching (NARST),
New Orleans, Louisiana.
https://www.dllr.state.md.us/gedmd/cs/eslcsmeta.pdf
http://www.tojet.net/articles/v10i2/10215.pdf
The role of metacognitive skills in developing critical thinking

Authors
Authors and affiliations
Carlo MagnoEmail author
o
1. 1.
Article
First Online:
31 March 2010
28Citations
Abstract
The study investigated the influence of metacognition on critical thinking skills. It is
hypothesized in the study that critical thinking occurs when individuals use their
underlying metacognitive skills and strategies that increase the probability of a
desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and
Dennison (Contemporary Educational Psychology 19:460475, 1994), which measures
regulation of cognition and knowledge of cognition, and the Watson-Glaser Critical
Thinking Appraisal (WGCTA) with the factors inference, recognition of assumptions,
deduction, interpretations, and evaluation of arguments were administered to 240
college students from different universities in the National Capital Region in the
Philippines. The Structural Equations Modeling (SEM) was used to determine the
effect of metacognition on critical thinking as latent variables. Two models were tested:
(1) In the first model, metacognition is composed of two factors while (2) in the second
model, metacognition has eight factors as they affect critical thinking. The results
indicated that in both models, metacognition has a significant path to critical
thinking, p<.05. The analysis also showed that for both metacognition and critical
thinking, all underlying factors are significant. The second model had a better goodness
of fit as compared with the first as shown by the RMSEA value and other fit indices.
Keywords
Critical thinking Metacognition
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Copyright information
Springer Science + Business Media, LLC 2010
About this article
Cite this article as:
Magno, C. Metacognition Learning (2010) 5: 137. https://doi.org/10.1007/s11409-010-

9054-4
DOIhttps://doi.org/10.1007/s11409-010-9054-4
Publisher NameSpringer US
Print ISSN1556-1623
Online ISSN1556-1631
About this journal
Personalised recommendations
Teaching Critical Thinking: Focusing on Metacognitive Skills and
Problem Solving
Gerard L. Hanley2
First Published February 1, 1995
Article Information
Volume: 22 issue: 1, page(s): 68-72
Issue published: February 1, 1995
https://doi.org/10.1207/s15328023top2201_21
Gerard L. Hanley12
1California State University, Long Beach
Corresponding Author: 2Department of Psychology, California State University, Long Beach, 1250
Bellflower Boulevard, Long Beach, CA 90840.
http://journals.sagepub.com/doi/pdf/10.1207/s15328023top2201_21
Abstract
To become a better critical thinker, one not only must develop expert thinking skills
but also become an expert at choosing the best skills for the particular situation.
These two components of critical thinking can be described as maximizing the
efficiency and accuracy of one's cognitive and metacognitive skills for successful
actions. The development of students' cognitive and metacognitive skills was the
approach taken to teach a required critical-thinking course. Students assessed
different aspects of their own thinking and problem-solving skills before and after a
module on problem solving and decision making. Comparisons between above-
average and below-average students indicated that students learn to choose general
approaches to their problems and learn more specific strategies for successfully
resolving their problems. Factor analyses of the students' self-assessments and
changes in factor structures indicated that students improved their critical-thinking
skills and were aware of their improvements.
References
Bransford J. D., Stein B. S. (1993). The IDEAL problem solver: A guide for improving thinking,
learning and creativity (2nd ed.). New York: Freeman.
Brown A. L., Bransford J. D., Ferrara R. A., Campione J. C. (1984).Learning, remembering,

and understanding. In Flavell J. H., Markman E. M. Handbook of child psychology: Vol. 3.
Cognitive development (4th ed., pp. 77166). New York: Wiley.
Feurstein R., Rand Y., Hoffman M. B., Miller R. (1980). Instrumental

enrichment. Baltimore: University Park Press.
Flavell J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-

developmental inquiry. American Psychologist, 34,906911. Crossref
Levine M. (1988). Effective problem solving. Englewood Cliffs, NJ:Prentice Hall.
Nelson T. O., Narens L. (1990). Metamemory: A theoretical framework and new findings.
The Psychology of Learning and Motivation, 26,125141. Crossref
Pressley M., Levin J. R., Ghatala E. S. (1984). Memory strategy monitoring in adults and
children. Journal of Verbal Learning and Verbal Behavior, 23, 270288. Crossref
Tversky A., Kahneman D. (1974). Judgment under uncertainty: Heuristics and biases.
Science, 185, 11241131. Crossref, Medline
http://www.cambridgeinternational.org/images/272307-metacognition.pdf
Chapter 51: Critical Thinking

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Critical Thinking
The National Center on Education and the Economy (2007) issued a report in which they
envisioned the needs of the future workforce. They provide an educated prediction about how
we will work and, as a consequence, how we will live during the next several decades. If you are
embarking on your career or just planning on being alive for several more decades, it is
important reading. The report, titled Tough Choices or Tough Times, depicts the prototypical
industry in the next 10 years (if all goes well!) as resting on a base of routine work that is done
by both people and machines, topped with creative work where critical thinking skills are
essential. Some examples of high-level work, located at the peak ...
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Critical thinking, information literacy and quality enhancement plans
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Author(s):
Jacalyn E. Bryan (Cannon Memorial Library, Saint Leo University, St Leo, Florida,
USA)
Citation:
Jacalyn E. Bryan, (2014) "Critical thinking, information literacy and quality
enhancement plans", Reference Services Review, Vol. 42 Issue: 3, pp.388-
402, https://doi.org/10.1108/RSR-01-2014-0001
Downloads:
The fulltext of this document has been downloaded 1085 times since 2014
Abstract:
Purpose
This paper aims to investigate the relationship between information literacy
and critical thinking. Specifically, the connection between the elements
of critical thinking as expressed in one universitys Quality Enhancement Plan (QEP)
and the advancing learning transforming scholarship (ACRL) Information Literacy
Competency Standards (ACRL IL Standards). Concrete examples of how librarians
support information literacy and critical thinking were examined.
Design/methodology/approach
Following a literature review, the ACRL IL Standards were mapped to the
elements of a universitys QEP (critical thinking + core values = decision-making). A
wiki was then created to illicit specific examples from librarians regarding how they
incorporate the elements ofcritical thinking in their reference/instruction work.

Findings
Considerable correspondence was found between the ACRL IL Standards and the
elements of critical thinking in the QEP, but this varied with the specific standard
and the specific QEP component. Wiki results revealed that librarians used many
concrete activities that supported QEP critical-thinking elements.
Research limitations/implications
In this study, mapping the ACRL IL Standards to QEP components was subjective,
performed by only one individual. Future research, perhaps involving the
forthcoming ACRL IL Standards, might be better carried out by a larger group,
thereby enhancing objectivity.
Originality/value
The literature review showed a lack of specificity in how criticalthinking is defined
and integrated into library reference/instruction work. The present study compared
eight specific elements of criticalthinking to the ACRL IL Standards and found 108
concrete examples of their application.
Keywords:
Information literacy, Critical thinking, Quality enhancement plans
Publisher:
Emerald Group Publishing Limited
Acknowledgments:
The author would like to acknowledge the faculty librarians in the Cannon
Memorial Library at Saint Leo University who contributed to the wiki project:
Janet Franks, Elana Karshmer, Mary Anne Gallagher, Carol Ann Moon and
Doris Van Kampen-Breit.
Copyright:
Emerald Group Publishing Limited 2014
Published by Emerald Group Publishing Limited
Jacalyn E. Bryan, (2014) "Critical thinking, information literacy and quality enhancement
plans", Reference Services Review, Vol. 42Issue: 3, pp.388-
402, https://doi.org/10.1108/RSR-01-2014-0001
Improved critical thinking in students using current events journaling
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Author(s):
Sahar Bahmani (Department of Economics, University of Wisconsin at Parkside,
Kenosha, Wisconsin, USA)
Citation:
Sahar Bahmani, (2016) "Improved critical thinking in students using current events
journaling", International Journal of Sociology and Social Policy, Vol. 36 Issue: 3/4,
pp.190-202, https://doi.org/10.1108/IJSSP-04-2015-0038
Downloads:
Abstract:
Purpose
When students relate current events to the concepts studied in the classroom by
writing and presenting a series of analyses in the form of regular journaling, their
learning and critical thinking improves as they regularly connect theory, presented in
the lessons and textbooks, to real-world applications. The paper aims to discuss
these issues.
A rubric used to assess the progress of student critical thinking showed that all
three categories that display critical thinking through reflective reasoning improved:
analysis, comprehension and application.
Findings
This paper establishes the positive impact of current event journaling on critical
thinking and student interest in courses by monitoring courses where current event
journaling was incorporated. One of the key findings of this study is that the critical
thinking skills of students evolved and became more advanced as the semester
progressed, as did their ability to identify links in research and studies to class
content.
As students become more engaged, this helps them to better absorb and
understand the material being taught.
Practical implications
Completing these analyses and presenting them to the class helps students
succeed in seeing the connection between theory presented in textbooks and its
real-world applications.
Social implications
Another important result is that by incorporating regular current event analyses
and presentations, students grow more interested in the course itself.
Originality/value
Critical thinking falls into three different categories that can be displayed as
reflective reasoning: analysis, comprehension and application.
Keywords:
Critical thinking, Current events analyses, Journaling, Student interest
Publisher:
Acknowledgments:
The author would like to thank Stephanie Nistler, who served as student
research assistant during this project and is an economics major at the
University of Wisconsin at Parkside.
Copyright:
Sahar Bahmani, (2016) "Improved critical thinking in students using current events
journaling", International Journal of Sociology and Social Policy, Vol. 36 Issue: 3/4, pp.190-
202, https://doi.org/10.1108/IJSSP-04-2015-0038
Enhancing critical thinking: accounting students perceptions
Author(s):
Carla L. Wilkin, (Department of Accounting, Monash Business School,Monash
University, Melbourne, Australia)
Citation:
Carla L. Wilkin, (2017) "Enhancing critical thinking: accounting students
perceptions", Education + Training, Vol. 59 Issue: 1, pp.15-
30,https://doi.org/10.1108/ET-01-2015-0007
Downloads:
Abstract:
Purpose
The purpose of this paper is to demonstrate how assessment design was

used to enhance students critical thinking in a subject concerned with
business enterprise systems. The study shows positive results and favorable
perceptions of the merit of the approach.
A case study approach was used to examine how the problem-based

assessment task was redesigned to enhance students critical thinking. The
study documents post-graduate accounting students achievements, including
some comparison with results from an earlier version of the task. Data were
collected using surveys and anonymous student comments.
Findings
The case study reveals that the merit of the assessment design lay in
presenting students with new material that generated
some cognitivedissonance, which had to be resolved, rather than just
applying subject knowledge to a new scenario. By requiring students to
assimilate and harmonize the materials, they were encouraged to think more
critically about how their prior learning applied to the problem.
Originality/value
Congruent with widespread calls by employers and professional bodies, there

is renewed focus on the importance of developing critical thinking skills as an
integral part of higher education courses. Whilst achievement is usually
realized interdependently through communication, problem solving and
analysis, critical thinking must be fostered in the context of the specific
professional knowledge. This study contributes knowledge about how
students critical thinkingmay be fostered, with the added difficulty that the
context involves a focus on the role and value of technology.
Keywords:
Problem solving, Critical thinking, COBIT 5, Cognitive dissonance,Core skills

Type:
Case study
Publisher:
Emerald Publishing Limited
Received:
19 January 2015
Revised:
26 April 2016
Accepted:
13 August 2016
Copyright:
Emerald Publishing Limited 2017
Published by Emerald Publishing Limited
Licensed re-use rights only
Carla L. Wilkin, (2017) "Enhancing critical thinking: accounting students

perceptions", Education + Training, Vol. 59 Issue: 1, pp.15-30,https://doi.org/10.1108/ET-
01-2015-0007
Critical thinkers and capable practitioners : Preparing public relations

students for the 21st century
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Author(s):
Michle Schoenberger-Orgad (Department of Management Communication,
University of Waikato, Hamilton, New Zealand)
Dorothy Spiller (Teaching Development Unit, University of Waikato, Hamilton, New
Zealand)
Citation:
Michle Schoenberger-Orgad, Dorothy Spiller, (2014) "Critical thinkers and capable
practitioners: Preparing public relations students for the 21st century", Journal of
Communication Management, Vol. 18 Issue: 3, pp.210-
221, https://doi.org/10.1108/JCOM-11-2012-0085
Downloads:
Abstract:
Purpose
Educating the students to be capable practitioners for the future suggests that
teachers be visionaries and futurologists to identify the skills required for the
communication needs of society. The purpose of this paper is to argue for a
sustainable curriculum one that meets the needs of the present and prepares
students to meet the demands of the future. Such a curriculum identifies the
importance of developing student capability in critical thinking and in research
methodology. It is an approach in which discussion, research activities and peer
assessment can help to develop these dispositions and prepare students for
effective participation in work and society for the long term.
The paper draws on the pedagogical literature on discussion-led learning for
critical inquiry and the use of peer review and feedback to provide the theoretical
framework for the paper. Response data were collected from a postgraduate public
relations (PR) class where two initiatives were introduced.
Findings
Student responses to discussion-led inquiry and peer review were positive and
provided an excellent basis for ongoing critical practice in the workplace. By
encouraging criticality through small interventions at the undergraduate level,
postgraduate and entry-level practitioners will sustain strong critical thinking abilities
to apply in the work place.
The initiatives were introduced in one year and reviewed and adapted for the
second iteration. The postgraduate classes are small which limits the implications of
the research recommendations and conclusions.

By modelling the discussion process in class and encouraging students to
articulate their thoughts and arguments, teachers are able to introduce learning
moments and opportunities which can lead to further discussion. By these means,
students learn to evaluate arguments and make ethical judgments about the
practice of PR in a variety of different contexts.
Social implications
Practising critical thinking skills, alongside the tactical vocational skills, provide
future practitioners with the ability to extend their creativity in search of practical
solutions to issues faced by society and organizations in the twenty-first century.
University-educated graduates of PR can make a strong, ethical and creative
contribution to society through constant questioning of basic assumptions and
through their curiosity about power balances and issues. They will embrace
technological innovation as another tool in the PR toolkit to engage stakeholders in
creative ways.
Originality/value
By using a range of pedagogical strategies, it is possible for teachers to promote a
critically informed approach to practice. Students learn to quest ion basic
assumptions and biases and to develop strong intellectual skills. These, in turn, will
provide the basis for ethical communication practices and contribute to new and
creative ways of thinking about society and its communication needs.
Keywords:
Critical thinking, Critical questioning, Discussion-led learning,Pedagogical strategies

Publisher:
Copyright:
Michle Schoenberger-Orgad, Dorothy Spiller, (2014) "Critical thinkers and capable

practitioners: Preparing public relations students for the 21st century" , Journal of
Communication Management, Vol. 18 Issue: 3, pp.210-221, https://doi.org/10.1108/JCOM-
11-2012-0085
Teaching sustainable development in higher education: Building critical,

reflective thinkers through an interdisciplinary approach
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Author(s):
Cathy Howlett , (Griffith School of Environment, Griffith University, Nathan,
Queensland, Australia)
Jo-Anne Ferreira , (Griffith School of Environment, Griffith University, Nathan,
Jessica Blomfield , (Griffith Business School, Griffith University, Nathan,
Citation:
Cathy Howlett, Jo-Anne Ferreira, Jessica Blomfield, (2016) "Teaching sustainable
development in higher education: Building critical, reflective thinkers through an
interdisciplinary approach", International Journal of Sustainability in Higher
Education, Vol. 17 Issue: 3, pp.305-321, https://doi.org/10.1108/IJSHE-07-2014-
0102
Downloads:
Abstract:
Purpose
This paper aims to argue that substantive changes are required in both
curricula and pedagogical practice in higher education institutions to
challenge dominant epistemologies and discourses and to unsettle current
ways of thinking about, and acting in relation to, the environment. Central to
such a shift, it is argued, is the need for higher education curricula to be
interdisciplinary and for pedagogical practices to work to build capacities in
students for critical and reflective thinking.
In this paper, a case study of our reflections is offered on a subject designed

to promote capacities in students for critical and reflective thinking via an
interdisciplinary approach. The paper uses data from student reflective
essays and student course evaluations to make an argument for the success
of this approach.
Findings
Genuine transformative learning can occur within a constructivist informed

pedagogical approach to teaching for sustainability.
Research implications are that genuine transformation can occur in students

thinking processes (which the paper argues is critical for effective education
in sustainability) with appropriately designed courses in higher education.
More effective environmental actors and thinkers, who can critically engage
with the complexity of environmental problems.
Social implications
Social implications include a more effective and socially just higher education
for sustainability
Originality/value
The authors know of no other narrative that addresses attempts to educate

for sustainability using this approach.
Keywords:
Critical thinking, Higher education, Sustainability education,Interdisciplinary
approach, Reflective thinking
Type:
Research Paper
Publisher:

Received:
21 July 2014
Revised:
14 January 2015, 13 March 2015
Accepted:
31 March 2015
Copyright:
Licensed re-use rights only
http://www.emeraldinsight.com/doi/pdfplus/10.1108/IJSHE-07-2014-0102
Designing a writing intensive course with information literacy

and critical thinking learning outcomes
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Author(s):
Jeanne Armstrong (Western Washington University Libraries, Bellingham,
Washington, USA)
Citation:
Jeanne Armstrong, (2010) "Designing a writing intensive course with information
literacy and critical thinking learning outcomes",Reference Services Review, Vol. 38
Issue: 3, pp.445-457,https://doi.org/10.1108/00907321011070928
Downloads:
Abstract:
Purpose
The paper aims to describe the process of redesigning the American Cultural
Studies 499 course in order to integrate information literacy (IL)
and critical thinking outcomes into specific assignments. Since this research and
writing proficiency course at Western Washington University have traditionally been
taught by a librarian with background in the discipline, the paper also considers the
challenges in communication between librarians and discipline instructors about the
concepts of IL and critical thinking.
Reviews of the literature on IL across the curriculum and on partnerships between
librarians and discipline instructors will be combined with an analysis of the structure
of the 499 course and the relevance of various sets of learning outcomes to the
course.
Findings
With more pressure on higher education to demonstrate the relevance and
benefits of educational programs, this paper has the potential
of enhancing communication among librarians and discipline instructors by
considering the continuum between IL andcritical thinking and the advantages of
embedding IL or library research training into writing intensive courses.
Originality/value
Several proponents of IL across the curriculum have considered the challenges in
communicating the importance of IL to discipline course instructors who usually
emphasize critical thinking rather than IL. Since this 499 course has always been
taught by a librarian, this paper can view this issue from the perspective of a
librarian who is also the discipline instructor for this writing proficiency course.
Keywords:
Information literacy, Critical thinking, Teaching methods, Redesign
Type:
Case study
Publisher:
Copyright:
http://www.emeraldinsight.com/doi/full/10.1108/00907321011070928
Jeanne Armstrong, (2010) "Designing a writing intensive course with information literacy
and critical thinking learning outcomes",Reference Services Review, Vol. 38 Issue:
3, pp.445-457, https://doi.org/10.1108/00907321011070928
Critical systemic thinking as a foundation for information systems

research practice
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Author(s):
Peter M. Bednar (School of Computing, University of Portsmouth, Portsmouth, UK)
Christine Welch (Department of Strategy and Business Systems, University of
Portsmouth, Portsmouth, UK)
Citation:
Peter M. Bednar, Christine Welch, (2012) "Critical systemic thinking as a foundation
for information systems research practice", Journal of Information, Communication
and Ethics in Society, Vol. 10 Issue: 3, pp.144-
155, https://doi.org/10.1108/14779961211261058
Downloads:
Abstract:
Purpose
The purpose of this paper is to explore a particular philosophical underpinning for
Information Systems (IS) research critical systemicthinking (CST). Drawing upon
previous work, the authors highlight the principal features of CST within the tradition
of critical research and attempt to relate it to trends in the Italian school of IS
research in recent years, as exemplified by the work of Claudio Ciborra but also
evident in work by, e.g. Resca, Jacucci and D'Atri.
This is a conceptual paper which explores CST, characterised by a focus on
individual uniqueness, and sociallyconstructed, individual worldviews as generators
of human knowing.
Findings
The paper draws on work by Heinz Klein in which he elaborated three constitutive
stages in critical research: interpretive, genealogical and constructive. The authors
introduce a fourth, reflective stage and discuss five categories of critical research,
reflecting different perspectives on emancipation, culminating in emergent
expressionism, associated with Ciborra and the Italian school more generally.
This paper discusses approaches to CST and how they might have practical
implications in IS development. The distinction between approaches founded in

logical empiricism and those founded in hermeneutic dialectics are considered and
the development ofcritical and systems strands are discussed.
The paper addresses CST as an approach to development of information systems.
Such approaches enable users to explore their individually unique understandings
and create a constructive dialogue with one another, which emancipates and
empowers users to own and control their own development processes and hence
build more productive and usable systems.
Social implications
A focus on research which is oriented towards emancipation in the tradition
of critical social theory.
Originality/value
The paper draws on extensive theoretical research carried out by the authors over
a period of more than ten years in CST and synthesises the practical implications.
Keywords:
Critical systemic thinking, Emergence, Improvisation, Information systems, Italy
Type:
Conceptual paper
Publisher:

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1. https://www.criticalthinking.org/files/Concepts_Tools.

RECOGNIZING THE CONCEPTUAL CAPITAL OF THE

Dr. Richard E. Shope III, Director

Figure 2. Transforming the Language of Recognizing Learning Potential

Static Deficit Model Discourse

Strike. K. A. & Posner, G.J. (1982). Conceptual change and science

TEACHING STUDENTS TO THINK LIKE A SCIENTIST:

Dr. Richard E. Shope III, Director

Figure 1. The Scientific Inquiry Wheel Game Spinner

Select a Focus of Interest

Investigate the Known

Carry Out the

Interpret the Results

Reflect on the Implications

Figure 3. Keeping Track of Scientific Inquiry Wheel Game Moves

Figure 4. Scientific Inquiry Wheel Diagnostic Assessment Guide

Observe & Explore Experience the topic in

Create a Great Question

Investigate Search out ways to find out what

Design the Design a way to validate or

Communicate Discuss ideas with and

The role of metacognitive skills in developing critical thinking

1. Allen, B. A., & Armour-Thomas, E. (1993). Construct validation of

2. Artzt, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-

3. Baker, L. (1989). Metacognition, comprehension monitoring, and the adult

6. Black, S. (2005). Teaching students to think critically. The Education Digest,

8. Brown, T. (2004). Critical thinking and learning: An encyclopedia for parents

9. Cheng, P. (1993). Metacognition and giftedness: the state of the

11. Dahl, B. (2004). Analysing cognitive learning processes through group

18. Flavell, J. (1979). Metacognition and cognitive monitoring: a new area of

19. Flavell, J. H. (1987). Speculations about the nature and development of

22. Israel, S. E., Bauserman, K. L., & Block, C. C. (2005). Metacognitive

23. Johnson, B. (2001). Toward a new classification of non experimental

24. Kogut, L. S. (1996). Critical thinking in general chemistry. Journal of

25.Krathwohl, D. R. (2002). A revision of blooms taxonomy: an overview. Theory

27. Magno, C. (2008). Reading strategy, amount of writing, metacognition,

28. Magno, C. (2009). Investigating the effect of school ability on self-

32. Modjeski, R. B., & Michael, W. B. (1983). An evaluation by a panel

35.Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J.

40. Pintrich, P. (2002). The role of metacognitive knowledge in learning,

43. Schoen, D. (1983). The reflective practitioner. San Francisco: Jossey-

45. Schoenfeld, A. H. (1985). Making sense of out loud problem-solving

46. Schoenfeld, A. H. (1987). Whats all the fuss about metacognition? In A.

47. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive

48. Schroyens, W. (2005). Knowledge and thought: an introduction to critical

49. Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load

50. Veenman, M. V. J., & Elshout, J. J. (1999). Changes in the relation

53.Watson, G., & Glaser, E. M. (2009). Watson-glaser II critical thinking

55. Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology. In D. H.

Magno, C. Metacognition Learning (2010) 5: 137. https://doi.org/10.1007/s11409-010-

First Published February 1, 1995

Issue published: February 1, 1995

Brown A. L., Bransford J. D., Ferrara R. A., Campione J. C. (1984).Learning, remembering,

Feurstein R., Rand Y., Hoffman M. B., Miller R. (1980). Instrumental

Flavell J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-

Levine M. (1988). Effective problem solving. Englewood Cliffs, NJ:Prentice Hall.

Chapter 51: Critical Thinking

Show Page Numbers

essential. Some examples of high-level work, located at the peak ...

Critical thinking, information literacy and quality enhancement plans

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Jacalyn E. Bryan, (2014) "Critical thinking, information literacy and quality