Models Measurement And Strategies In Developing Critical-Thinking Skills

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A critical thinker is an individual who will question what s/he hears or reads, and in addition, has the understanding to be able to achieve an outcome through questioning (Mc Peck, 2016, p.32; Brookfield, 2012, p.9).

Critical thinking is a key concept well established within higher education (Moon, 2008, p.6).

Students arriving from secondary schools or further education colleges have been found to struggle with transition in teaching methods.

Therefore, students are obtaining knowledge but are not developing the questioning/reasoning aspect linked to critical thinking.

It is acknowledged that some subjects naturally have more of a tendency towards developing critical thinking such as Ethics and Philosophy, and perhaps entry requirements for student programmes should consider requesting specific subjects that nurture critical thinking.

This assignment aims to explore how occupational therapy students can develop their critical thinking skills and embed those skills within assignments.

The development and support of academic skills are paramount in the academic success of students.

Healthcare professionals are often working in challenging environments that require a critical way of thinking (Aveyard et al; 2015, p.102).

Occupational therapy professional reasoning includes the ability to critically think, deciding on what is the best intervention for a client and being able to justify decisions.

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