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dc.contributor.authorDuro, Elaine*
dc.contributor.authorElander, James*
dc.contributor.authorMaratos, Frances A.*
dc.contributor.authorStupple, Edward J. N.*
dc.contributor.authorAubeeluck, Aimee*
dc.date.accessioned2015-08-05T15:14:41Zen
dc.date.available2015-08-05T15:14:41Zen
dc.date.issued2013-12en
dc.identifier.citationDuro, Elaine; Elander, James; Maratos, Frances A.; Stupple, Edward J. N.; Aubeeluck, Aimee, In search of critical thinking in psychology: An exploration of student and lecturer understandings in higher education. Psychology Learning & Teaching, Vol 12(3), Dec, 2013 pp. 275-281.en
dc.identifier.issn1475-7257en
dc.identifier.doi10.2304/plat.2013.12.3.275en
dc.identifier.urihttp://hdl.handle.net/10545/565662en
dc.description.abstractThis qualitative study of understandings of critical thinking in higher education aimed to identify themes that could help to demystify critical thinking and inform its more explicit incorporation in the psychology curriculum. Data collected from focus groups with 26 undergraduate psychology students and individual semi-structured interviews with 4 psychology lecturers were examined using thematic analysis. The same key themes were identified from both student and lecturer data: ‘vague beginnings’, ‘conceptualizations’, ‘development and transitions’, and ‘learning strategies’. Both students and lecturers described critical thinking as implicit knowledge that develops through social interactions. The findings indicate the importance of explicit discussion about critical thinking, and could be used to inform the design and delivery of instructional methods to promote critical thinking
dc.language.isoenen
dc.publisherSage Publicationsen
dc.relation.urlhttp://plj.sagepub.com/lookup/doi/10.2304/plat.2013.12.3.275en
dc.rightsArchived with thanks to Psychology Learning & Teachingen
dc.subjectCritical Thinkingen
dc.subjectPsychologyen
dc.subjectTeachingen
dc.subjectLearningen
dc.subjectHigher educationen
dc.titleIn search of critical thinking in psychology: an exploration of student and lecturer understandings in higher educationen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalPsychology Learning and Teachingen
refterms.dateFOA2019-02-28T13:50:34Z
html.description.abstractThis qualitative study of understandings of critical thinking in higher education aimed to identify themes that could help to demystify critical thinking and inform its more explicit incorporation in the psychology curriculum. Data collected from focus groups with 26 undergraduate psychology students and individual semi-structured interviews with 4 psychology lecturers were examined using thematic analysis. The same key themes were identified from both student and lecturer data: ‘vague beginnings’, ‘conceptualizations’, ‘development and transitions’, and ‘learning strategies’. Both students and lecturers described critical thinking as implicit knowledge that develops through social interactions. The findings indicate the importance of explicit discussion about critical thinking, and could be used to inform the design and delivery of instructional methods to promote critical thinking


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