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ERIC Number: EJ1230812
Record Type: Journal
Publication Date: 2019-Oct
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1554-8244
Using Shared Inquiry to Develop Students' Reading, Reasoning, and Writing in the Disciplines
Egege, Sandra; Vered, Karen Orr
Across the Disciplines, v16 n3 p66-79 Oct 2019
It is commonly accepted in the academy that developing a critical thinking capacity and related capabilities will make students more effective thinkers and writers, and that these are desirable traits for graduates to have no matter what path they take after graduation. While most academics agree that critical thinking is an essential component of university education, they are less clear about what constitutes critical thinking and how it is, or can be, incorporated within their own teaching and assessment practices without displacing disciplinary content (Moore, 2011). This article discusses how the Shared Inquiry (SI) discussion method can be deployed to teach disciplinary content and critical thinking simultaneously. Qualitative evidence from the method's application in a Screen & Media Studies subject taught at Flinders University, South Australia, is presented to demonstrate the benefits of SI in developing critical thinking among undergraduate student cohorts.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia