A study of critical thinking in higher education students

El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico....

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Autores:: Loaiza Zuluaga, Yasaldez Eder
Gil Duque, Gloria Matilde
David Narváez, Fabián Andrés

Tipo de recurso:: Article of journal

Fecha de publicación:: 2020

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

Idioma:: eng

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dc.title.spa.fl_str_mv	A study of critical thinking in higher education students
dc.title.translated.eng.fl_str_mv	A study of critical thinking in higher education students
title	A study of critical thinking in higher education students
spellingShingle	A study of critical thinking in higher education students Critical thinking Reading levels Critical reading ICFES Nacional Ministry of Education Critical thinking eading levels Critical reading ICFES Nacional Ministry of Education
title_short	A study of critical thinking in higher education students
title_full	A study of critical thinking in higher education students
title_fullStr	A study of critical thinking in higher education students
title_full_unstemmed	A study of critical thinking in higher education students
title_sort	A study of critical thinking in higher education students
dc.creator.fl_str_mv	Loaiza Zuluaga, Yasaldez Eder Gil Duque, Gloria Matilde David Narváez, Fabián Andrés
dc.contributor.author.spa.fl_str_mv	Loaiza Zuluaga, Yasaldez Eder Gil Duque, Gloria Matilde David Narváez, Fabián Andrés
dc.subject.eng.fl_str_mv	Critical thinking Reading levels Critical reading ICFES Nacional Ministry of Education
topic	Critical thinking Reading levels Critical reading ICFES Nacional Ministry of Education Critical thinking eading levels Critical reading ICFES Nacional Ministry of Education
dc.subject.spa.fl_str_mv	Critical thinking eading levels Critical reading ICFES Nacional Ministry of Education
description	El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés son sobresalientes en el proceso de lectura y escritura. Del mismo modo, enseñar a los estudiantes cómo evaluar sus propios procesos y ayudar a los maestros a incluir lecturas críticas en sus planes de estudio ayudará a desarrollar habilidades efectivas asociadas con el pensamiento crítico. El objetivo general del proyecto de investigación es fortalecer el Pensamiento Crítico y la capacidad argumentativa de los estudiantes de las Facultades de Administración; Ciencias de la Salud; Ingeniería y arquitectura; Ciencias sociales, humanidades y teología a través de estrategias de lectura y escritura. Se utilizó una metodología mixta donde los investigadores diseñaron y evaluaron 2 textos de lectura crítica. Cada texto tiene 10 preguntas organizadas en 3 niveles de lectura (literal, inferir y crítico). Luego 158 estudiantes tomaron el examen y finalmente se obtuvieron datos de diferentes variables. Como resultado, es sorprendente que, de acuerdo con el perfil profesional, algunas carreras serán más argumentativas que otras. Algunas conclusiones evidencian la falta de pensamiento crítico entre los estudiantes.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2020-07-01 00:00:00
dc.date.available.none.fl_str_mv	2020-07-01 00:00:00
dc.date.issued.none.fl_str_mv	2020-07-01
dc.type.spa.fl_str_mv	Artículo de revista Sección Artículos
dc.type.eng.fl_str_mv	Journal Article
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dc.relation.references.eng.fl_str_mv	Alexander, P. A., and The disciplined reading and learning research laboratory. (2012). Reading into the future: Competence for the 21st century. Educational psychologist, 47(4), 259-280. Doi: 10.1080/00461520.2012.722511 Ahumada, L. K., and Sanchez, I. D. (2019). Application of the Wilcoxon Test to correlate the results of the saber 11 and saber T&T test. In IOP conference series: materials science and engineering. 519(1), 012034. IOP Publishing.Doi: https://doi.org/10.1088/1757-899X/519/1/012034 Association of American Colleges and Universities (AAC&U). (2009). Inquiry and analysis VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/inquiry-analysis Benedict, J. (2013). Using popular-press nutrition books to develop critical reading skills of first-year college students. Journal of nutrition education and behavior, 45(2), 188-190. Doi: 10.1016/j.jneb.2012.07.006 Breivik, P. S. (2005). 21st century learning and information literacy. Change: the magazine of higher learning, 37(2), 21-27. Doi: https://doi.org/10.3200/CHNG.37.2.21-27 Behar-Horenstein, L. S., and Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching and Learning (TLC), 8(2). Doi: https://doi.org/10.19030/tlc.v8i2.3554 Black, S. (2005). Teaching students to think critically. The education digest, 70(6), 42-47. Bartlett, B. and Clarence, Ng (Eds.). (2017). Improving reading and reading engagement in the 21st century. International Research and Innovation. Singapore: Springer. Brandt, D. (2011). Literacy as involvement: the acts of writers, readers, and texts. Southern Illinois University Press. Domínguez, C. (coord.). (2018). A European review on critical thinking educational practices in higher education Institutions (Crithinkedu project).Vila Real: UTAD. DiCarlo, S.E. (2009). Too much content, not enough thinking, and too little FUN! Advances in physiology education, 33(4), 257-264. Doi: https://doi.org/10.1152/advan.00075.2009 Franco, A., Sousa, A.S. and Vieira, R.M. (2019). How to become an informed citizen in the (dis)information society? recommendations and strategies to mobilize one’s critical thinking. Sinergias diálogos educativos para a transformação social, 9, 45-58. Gokcora,D and DePaulo,D. (2018). Frequent quizzes and student improvement of reading: a pilot study in a community college setting. SAGE Open. 8 (2), 1-9. Doi: https://doi.org/10.1177/2158244018782580 Hamby, B.S. (2014). The virtues of critical thinkers. (Doctoral thesis). University of New Hampshire. Retrieved from: https://macsphere.mcmaster.ca/bitstream/11375/15847/1/The%20Virtues%20of%20Critical%20Thinkers%20FINAL%20COPY.pdf Halpern, D. F. (1998). Teaching critical thinking across domains: dispositions, skills, structure training, and metacognitive monitoring. The american psychologist. 53(4), 449–455. Doi: 10.1037/0003-066X.53.4.449 Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The journal of general education, 50(4), 270–286. Doi: 10.1353/jge.2001.0024 Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). Psychology Press. Huber, C. R., and Kuncel, N. R. (2016). Does college teach critical thinking? A metaanalysis. Review of Educational Research, 86(2), 431-468. Doi: https://doi. org/10.3102/0034654315605917 Jensen, J.M. and Worth, B. (2014). Valuable knowledge: students as consumers of critical thinking in the community college classroom. Journal of general education 63(4), 287-308. Doi: https://doi.org/10.1353/jge.2014.0025 Kuhn, D., and Dean, Jr., D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268–274. Doi: https://doi.org/10.1207/s15430421tip4304_4 Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students’ reading practices. Journal of english for academic purposes. 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004 Liu, O. L., Frankel, L., and Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment: assessing critical thinking in higher education. ETS Research Report Series, 2014(1), 1-23. https://doi.org/10.1002/ets2.12009 Liu, O. L., Mao, L., Frankel, L., and Xu, J. (2016). Assessing critical thinking in higher education: The HEIghtenTM approach and preliminary validity evidence. Assessment and evaluation in higher education, 41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358 Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4 McKoon, G., and Ratcliff, R. (2018). Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis. Journal of memory and language, 102, 115-129. https://doi.org/10.1016/j.jml.2018.05.005 Ministerio de Educación Nacional (MEN). (2018). Módulo de Competencia genérica. Guía de orientación Saber Pro. Retrieved from: https://www.icfes.gov.co/documents/20143/496194/Guia%20de%20orientacion%20modulos%20de%20competencias%20genericas-saber-pro-2018.pdf Mohd Zin, Z., Bee, E. W., and Rafik-Galea, S. (2014). Critical reading ability and its relation to l2 proficiency of malaysian esl. 3L: The southeast asian journal of english language studies, 20(02), 43-54. https://doi.org/10.17576/3L-2014-2002-04 Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-449). San Diego, CA: Academic Press. Niu, L., Behar-Horenstein, L. S., and Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational research review. 9, 114-128. https://doi.org/10.1016/j.edurev.2012.12.002 Ollerton, N. (2020, april 30). Universidad católica de manizales: Meet the president. QS Top Universities. Retrieved from: https://www.topuniversities.com/where-to-study/latin-america/universidad-catolica-de-manizales-meet-president Rao, S., Cameron, A. and Gaskin-Noel, S. (2009) Embedding general education competencies into an online information literacy course. Journal of library administration. 49(1-2), 59-73, Doi: 10.1080/01930820802310858 Raths, L. E., Harmin, M., and Simon, S. B. (1978). Values and teaching: working with values in the classroom (2nd ed). C. E. Merrill Pub. Co. Rivas, S. F., and Saiz, C. (2016). Instrucción en pensamiento crítico: influencia de los materiales en la motivación y el rendimiento. Revista latinoamericana de estudios educativos. 12(1), 91-106. Retrieved from: https://www.redalyc.org/articulo.oa?id=1341/134149742006 Roohr, K., Olivera-Aguilar, M., Ling,G. and Rikoon, S. (2019) A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment and evaluation in higher education. 44(6), 946-960, Doi:10.1080/02602938.2018.1556776 Schroyens, W.J. and Schacken, W. (2005). Issues in reasoning about iffy propositions: the development of deductive rationality in conditional reasoning. University of Leuven, Belgium. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8ED216F5C38A9230EFAEB66433B986BA?doi=10.1.1.598.7593&rep=rep1&type=pdf UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris, France: the United Nations Educational, Scientific and Cultural Organization. Universidad Católica de Manizales. (s. f.). About UCM. Strategic Plataform. Recuperado 7 de julio de 2020, de http://www.ucm.edu.co/en/strategic-plataform/ Van Dusen, G. C. (1997). The virtual campus: technology and reform in higher education. graduate school of education and human development, George Washington University. Weston, A. (2005). Las claves de la argumentación. (11 ed.). Barcelona, España: Ariel.
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spelling	Loaiza Zuluaga, Yasaldez Eder3367a8783fee174c2f3203a6260ee320500Gil Duque, Gloria Matilde1af6666aa7be819fab6b3f45725deef9500David Narváez, Fabián Andrésc4a37a7959407dc45024b229658183995002020-07-01 00:00:002020-07-01 00:00:002020-07-011900-9895https://doi.org/10.17151/rlee.2020.16.2.1310.17151/rlee.2020.16.2.132500-5324El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés son sobresalientes en el proceso de lectura y escritura. Del mismo modo, enseñar a los estudiantes cómo evaluar sus propios procesos y ayudar a los maestros a incluir lecturas críticas en sus planes de estudio ayudará a desarrollar habilidades efectivas asociadas con el pensamiento crítico. El objetivo general del proyecto de investigación es fortalecer el Pensamiento Crítico y la capacidad argumentativa de los estudiantes de las Facultades de Administración; Ciencias de la Salud; Ingeniería y arquitectura; Ciencias sociales, humanidades y teología a través de estrategias de lectura y escritura. Se utilizó una metodología mixta donde los investigadores diseñaron y evaluaron 2 textos de lectura crítica. Cada texto tiene 10 preguntas organizadas en 3 niveles de lectura (literal, inferir y crítico). Luego 158 estudiantes tomaron el examen y finalmente se obtuvieron datos de diferentes variables. Como resultado, es sorprendente que, de acuerdo con el perfil profesional, algunas carreras serán más argumentativas que otras. Algunas conclusiones evidencian la falta de pensamiento crítico entre los estudiantes.The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that according to the professional profile, some students are more argumentative that others and that students lack Critical Thinking skills.application/pdfengUniversidad de CaldasDerechos de autor 2020 Latinoamericana de Estudios Educativoshttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/2595Critical thinkingReading levelsCritical readingICFESNacional Ministry of EducationCritical thinkingeading levelsCritical readingICFESNacional Ministry of EducationA study of critical thinking in higher education studentsA study of critical thinking in higher education studentsArtículo de revistaSección ArtículosJournal Articlehttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85279225616Latinoamericana de Estudios EducativosAlexander, P. A., and The disciplined reading and learning research laboratory. (2012). Reading into the future: Competence for the 21st century. Educational psychologist, 47(4), 259-280. Doi: 10.1080/00461520.2012.722511Ahumada, L. K., and Sanchez, I. D. (2019). Application of the Wilcoxon Test to correlate the results of the saber 11 and saber T&T test. In IOP conference series: materials science and engineering. 519(1), 012034. IOP Publishing.Doi: https://doi.org/10.1088/1757-899X/519/1/012034Association of American Colleges and Universities (AAC&U). (2009). Inquiry and analysis VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/inquiry-analysisBenedict, J. (2013). Using popular-press nutrition books to develop critical reading skills of first-year college students. Journal of nutrition education and behavior, 45(2), 188-190. Doi: 10.1016/j.jneb.2012.07.006Breivik, P. S. (2005). 21st century learning and information literacy. Change: the magazine of higher learning, 37(2), 21-27. Doi: https://doi.org/10.3200/CHNG.37.2.21-27Behar-Horenstein, L. S., and Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching and Learning (TLC), 8(2). Doi: https://doi.org/10.19030/tlc.v8i2.3554Black, S. (2005). Teaching students to think critically. The education digest, 70(6), 42-47.Bartlett, B. and Clarence, Ng (Eds.). (2017). Improving reading and reading engagement in the 21st century. International Research and Innovation. Singapore: Springer.Brandt, D. (2011). Literacy as involvement: the acts of writers, readers, and texts. Southern Illinois University Press.Domínguez, C. (coord.). (2018). A European review on critical thinking educational practices in higher education Institutions (Crithinkedu project).Vila Real: UTAD.DiCarlo, S.E. (2009). Too much content, not enough thinking, and too little FUN! Advances in physiology education, 33(4), 257-264. Doi: https://doi.org/10.1152/advan.00075.2009Franco, A., Sousa, A.S. and Vieira, R.M. (2019). How to become an informed citizen in the (dis)information society? recommendations and strategies to mobilize one’s critical thinking. Sinergias diálogos educativos para a transformação social, 9, 45-58.Gokcora,D and DePaulo,D. (2018). Frequent quizzes and student improvement of reading: a pilot study in a community college setting. SAGE Open. 8 (2), 1-9. Doi: https://doi.org/10.1177/2158244018782580Hamby, B.S. (2014). The virtues of critical thinkers. (Doctoral thesis). University of New Hampshire. Retrieved from: https://macsphere.mcmaster.ca/bitstream/11375/15847/1/The%20Virtues%20of%20Critical%20Thinkers%20FINAL%20COPY.pdfHalpern, D. F. (1998). Teaching critical thinking across domains: dispositions, skills, structure training, and metacognitive monitoring. The american psychologist. 53(4), 449–455. Doi: 10.1037/0003-066X.53.4.449Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The journal of general education, 50(4), 270–286. Doi: 10.1353/jge.2001.0024Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). Psychology Press.Huber, C. R., and Kuncel, N. R. (2016). Does college teach critical thinking? A metaanalysis. Review of Educational Research, 86(2), 431-468. Doi: https://doi. org/10.3102/0034654315605917Jensen, J.M. and Worth, B. (2014). Valuable knowledge: students as consumers of critical thinking in the community college classroom. Journal of general education 63(4), 287-308. Doi: https://doi.org/10.1353/jge.2014.0025Kuhn, D., and Dean, Jr., D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268–274. Doi: https://doi.org/10.1207/s15430421tip4304_4Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students’ reading practices. Journal of english for academic purposes. 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004Liu, O. L., Frankel, L., and Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment: assessing critical thinking in higher education. ETS Research Report Series, 2014(1), 1-23. https://doi.org/10.1002/ets2.12009Liu, O. L., Mao, L., Frankel, L., and Xu, J. (2016). Assessing critical thinking in higher education: The HEIghtenTM approach and preliminary validity evidence. Assessment and evaluation in higher education, 41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4McKoon, G., and Ratcliff, R. (2018). Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis. Journal of memory and language, 102, 115-129. https://doi.org/10.1016/j.jml.2018.05.005Ministerio de Educación Nacional (MEN). (2018). Módulo de Competencia genérica. Guía de orientación Saber Pro. Retrieved from: https://www.icfes.gov.co/documents/20143/496194/Guia%20de%20orientacion%20modulos%20de%20competencias%20genericas-saber-pro-2018.pdfMohd Zin, Z., Bee, E. W., and Rafik-Galea, S. (2014). Critical reading ability and its relation to l2 proficiency of malaysian esl. 3L: The southeast asian journal of english language studies, 20(02), 43-54. https://doi.org/10.17576/3L-2014-2002-04Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-449). San Diego, CA: Academic Press.Niu, L., Behar-Horenstein, L. S., and Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational research review. 9, 114-128. https://doi.org/10.1016/j.edurev.2012.12.002Ollerton, N. (2020, april 30). Universidad católica de manizales: Meet the president. QS Top Universities. Retrieved from: https://www.topuniversities.com/where-to-study/latin-america/universidad-catolica-de-manizales-meet-presidentRao, S., Cameron, A. and Gaskin-Noel, S. (2009) Embedding general education competencies into an online information literacy course. Journal of library administration. 49(1-2), 59-73, Doi: 10.1080/01930820802310858Raths, L. E., Harmin, M., and Simon, S. B. (1978). Values and teaching: working with values in the classroom (2nd ed). C. E. Merrill Pub. Co.Rivas, S. F., and Saiz, C. (2016). Instrucción en pensamiento crítico: influencia de los materiales en la motivación y el rendimiento. Revista latinoamericana de estudios educativos. 12(1), 91-106. 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Recuperado 7 de julio de 2020, de http://www.ucm.edu.co/en/strategic-plataform/Van Dusen, G. C. (1997). The virtual campus: technology and reform in higher education. graduate school of education and human development, George Washington University.Weston, A. (2005). Las claves de la argumentación. (11 ed.). Barcelona, España: Ariel.Núm. 2 , Año 2020 : Julio - Diciembrehttps://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/2595/2399OREORE.xmltext/xml2536https://repositorio.ucaldas.edu.co/bitstream/ucaldas/15405/1/ORE.xml7f8bbac34c5847bf67000a9638be199aMD51ucaldas/15405oai:repositorio.ucaldas.edu.co:ucaldas/154052021-03-07 10:22:38.12Repositorio Digital de la Universidad de Caldasbdigital@metabiblioteca.com

A study of critical thinking in higher education students

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