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dc.contributor.advisorSaloviita, Timo
dc.contributor.authorOrszag, Aaron
dc.date.accessioned2015-05-25T13:07:36Z
dc.date.available2015-05-25T13:07:36Z
dc.date.issued2015
dc.identifier.otheroai:jykdok.linneanet.fi:1474181
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/46039
dc.description.abstractCritical thinking is believed to be a 21 st century skill that many employers consider crucial when hiring recent graduates. However, it is debated whether critical thinking should be taught in academic foreign language courses at the tertiary level, which primarily aim to develop students’ language and communication skills. This localized, exploratory research examines Finnish university students’ self-reported critical thinking skills and dispositions after completing the compulsory academic English courses. The aim of the research is to examine what skills and dispositions students feel competent in, and discover if there is a correlation between students’ self-reported critical thinking ability and such factors as gender, age, years spent in university, and the importance attributed to critical thinking. The second aim is to understand how students view critical thinking and to identify activities that contributed to their critical thinking development. A mixed-methods questionnaire was used to collect data, which was developed on the basis of Facione’s (2013) framework of critical thinking, consisting of six skills and seven dispositions. Twenty-four students participated in the study, including students from various faculties, such as education, humanities, business, information technology, and sports and health sciences. The data was collected at a university in Central Finland in the fall of 2014, and was analyzed using nonparametric statistical methods. The results indicate that the participants are quite confident in their critical thinking ability but have a rather narrow view of the skills and dispositions that constitute critical thinking. The students also perceived reading and social interaction as important factors contributing to their critical thinking development. The findings suggest that an infusion method, which focuses on field-specific subject matters and uses activities that explicitly focus on various components of critical thinking, can increase students’ awareness of critical thinking skills and dispositions. The results also indicate that using dialogic teaching methods and strategies, which utilize the power of meaningful talk, can contribute to the development of students’ critical thinking ability.en
dc.format.extent1 verkkoaineisto (92 sivua)
dc.language.isoeng
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.subject.othercritical thinking
dc.subject.otherFinland
dc.subject.othertertiary education
dc.subject.otherEnglish language teaching
dc.titleExploring Finnish university students' perceived level of critical thinking
dc.identifier.urnURN:NBN:fi:jyu-201505252001
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.date.updated2015-05-25T13:07:36Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi106
dc.subject.ysokriittinen ajattelu
dc.subject.ysoenglannin kieli
dc.subject.ysoopetus
dc.subject.ysokorkeakouluopiskelu
dc.subject.ysoSuomi


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