ERIC Number: ED362122
Record Type: RIE
Publication Date: 1993-Jun-26
The Role of Critical Thinking Skills in Undergraduate Study as Perceived by University Teachers across Academic Disciplines.
Jegede, Olugbemiro J.; Noordink, Peter
This study investigated the perception of university teachers regarding what critical thinking skills are needed for successful undergraduate study, and determined the relative importance of these skills within and across academic disciplines. A total of 31 university teachers in 6 academic disciplines of Physical Sciences, Biological Sciences, Social Sciences, Humanities, Engineering, and Education in an Australia in university responded to a 72-item questionnaires about their perception of the frequency and importance to success of each item within their academic disciplines. The results showed that academic staff perceive critical thinking skills as having a fundamental role in undergraduate studies and that though a large number of skills are common to all disciplines, some of them are specific to different disciplines. Overall, the skills rated as most important were the abilities to explain ideas with reasonable clarity, to critically reflect on and analyze all information presented, to assemble facts to determine the validity of an argument, and to draw sound inferences from the information formed or given. Common errors cited were a reluctance to be analytical, presentation of a poorly structured argument, and disregarding facts or evidence in drawing conclusions. (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Conference on Problem Solving across the Curriculum (4th, Geneva, NY, June 24-26, 1993).