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ERIC Number: EJ1133230
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1090-1027
Fostering Critical and Reflective Thinking in an Authentic Learning Situation
Beavers, Elizabeth; Orange, Amy; Kirkwood, Donna
Journal of Early Childhood Teacher Education, v38 n1 p3-18 2017
This article describes a research study in which 10 early childhood education students participated in facilitated critical reflection experiences during a 7-week practicum. Students' critical thinking skills were quantitatively assessed using the Cornell Critical Thinking Test and qualitatively documented through analysis of daily, weekly, and summative reflections. While quantitative results showed no significant changes in measurable critical thinking skills, students' levels of critical reflection increased when they were provided with regular guidance and appropriate tools. Students were able to demonstrate critical reflection through group discussions and written reflections while engaged in a process consisting of fading levels of structure, thought provoking questions, and meaningful experiences in environments that challenged their preconceived notions and typical practices.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Cornell Critical Thinking Test; Early Childhood Environment Rating Scale