{"title":"通过探究基础假设为学生的基础学习做好准备:批判性思维框架","authors":"S. Applin","doi":"10.1177/0092055x231222276","DOIUrl":null,"url":null,"abstract":"Students hold foundational assumptions that interact with information they are introduced to in college. By learning to identify, assess, and restructure these foundational ideas, students’ ability to acquire topical knowledge improves. This article presents a format for teaching students how to evaluate their beliefs through four levels of critical thinking: (1) identifying assumptions, (2) assessing the origin and quality of assumptions, (3) seeking out alternative perspectives, and (4) weighing evidence and incorporating new information into thinking. A variety of skills are needed to accomplish each of these levels, such as identifying biases and developing intellectual humility. Self-assessments, assignments, and responses to early and late semester questionnaires suggest students see the value in learning about critical thinking and develop their ability to think critically over the course of the semester. Students become more open-minded, intellectually humble, and self-reflective, priming them to be more receptive to foundational learning.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Priming Students for Foundational Learning by Investigating Foundational Assumptions: A Critical Thinking Framework\",\"authors\":\"S. Applin\",\"doi\":\"10.1177/0092055x231222276\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students hold foundational assumptions that interact with information they are introduced to in college. By learning to identify, assess, and restructure these foundational ideas, students’ ability to acquire topical knowledge improves. This article presents a format for teaching students how to evaluate their beliefs through four levels of critical thinking: (1) identifying assumptions, (2) assessing the origin and quality of assumptions, (3) seeking out alternative perspectives, and (4) weighing evidence and incorporating new information into thinking. A variety of skills are needed to accomplish each of these levels, such as identifying biases and developing intellectual humility. Self-assessments, assignments, and responses to early and late semester questionnaires suggest students see the value in learning about critical thinking and develop their ability to think critically over the course of the semester. Students become more open-minded, intellectually humble, and self-reflective, priming them to be more receptive to foundational learning.\",\"PeriodicalId\":46942,\"journal\":{\"name\":\"Teaching Sociology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2024-01-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching Sociology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/0092055x231222276\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Sociology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0092055x231222276","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Priming Students for Foundational Learning by Investigating Foundational Assumptions: A Critical Thinking Framework
Students hold foundational assumptions that interact with information they are introduced to in college. By learning to identify, assess, and restructure these foundational ideas, students’ ability to acquire topical knowledge improves. This article presents a format for teaching students how to evaluate their beliefs through four levels of critical thinking: (1) identifying assumptions, (2) assessing the origin and quality of assumptions, (3) seeking out alternative perspectives, and (4) weighing evidence and incorporating new information into thinking. A variety of skills are needed to accomplish each of these levels, such as identifying biases and developing intellectual humility. Self-assessments, assignments, and responses to early and late semester questionnaires suggest students see the value in learning about critical thinking and develop their ability to think critically over the course of the semester. Students become more open-minded, intellectually humble, and self-reflective, priming them to be more receptive to foundational learning.
期刊介绍:
Teaching Sociology (TS) publishes articles, notes, and reviews intended to be helpful to the discipline"s teachers. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. Notes focus on specific teaching issues or techniques. The general intent is to share theoretically stimulating and practically useful information and advice with teachers. Formats include full-length articles; notes of 10 pages or less; interviews, review essays; reviews of books, films, videos, and software; and conversations.