Building on this factor, the complexity of the matter is also expressed in the attempts at defining the process, since there are various definitions of critical thinking. On one side, there is discussion as to whether the process can be taught as a skill, or whether it is more of a facet of thinking which can only be stimulated in a concrete way ( Saiz, 2017). This difficulty of incorporating critical thinking into the educational process may be related with the complexity of the task. Despite its importance for human development, its implementation in educational curricula has been difficult to carry out, both at the level of school systems and in higher education systems ( Ossa et al., 2018 Silva Pacheco, 2019). Factors are discussed which could negatively affect the studied relations, as well as the importance of generating integrated models between the three variables, as they would show a theoretical and empirical link.Ĭritical thinking is a relevant topic for the 21st century, highlighted by Unesco as one of the skills to develop among students to properly face the challenges of this century ( Scott, 2015). We hypothesize a significant but moderate relation between the variables, where metacognition influences motivation to think, which in turn influences critical thinking skills. However, only a weak significant relation was observed between motivation to think and critical thinking, and no direct relation was found between metacognition and critical thinking. The results show a positive, strong, and significant relation between metacognition and motivation to think. The relation was analyzed via structural equations. Three instruments were applied, one to measure metacognitive strategies, one to measure motivation to critical thinking, and a third to measure critical thinking skills. Their ages ranges between 18 and 51 years old ( M = 21, SD = 3.09). 435 students from three universities participated, of which 88 were men, 333 were women, and 14 did not indicate their gender. We present herein the preliminary results of a study seeking to establish these relations, in a sample of Chilean university students. It is strongly related with reflective and metacognitive skills, as well as attitudinal or motivational aspects, although no model has yet been able to integrate these three elements. 2Psychology Faculty, University of Salamanca, Salamanca, SpainĬritical thinking is a complex reasoning skill, and even though it is hard to reach a consensus on its definition, there is agreement on it being an eminently cognitive skill.1Educations Science Department, University of the Bío Bío, Concepción, Chile.
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