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dc.contributor.authorUtriainen, Jukka
dc.contributor.authorMarttunen, Miika
dc.contributor.authorKallio, Eeva
dc.contributor.authorTynjälä, Päivi
dc.date.accessioned2017-11-28T06:17:58Z
dc.date.available2017-11-28T06:17:58Z
dc.date.issued2017
dc.identifier.citationUtriainen, J., Marttunen, M., Kallio, E., & Tynjälä, P. (2017). University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences. <em>Scandinavian Journal of Educational Research</em>, 61 (6), 629-649. <a href="https://doi.org/10.1080/00313831.2016.1173092">doi:10.1080/00313831.2016.1173092</a>
dc.identifier.otherTUTKAID_70238
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56021
dc.description.abstractThis study investigates the quality of the critical thinking skills of applicants (n = 77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant’s age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the applicants’ responses to problem-solving tasks and their matriculation and entrance examination scores. Critical thinking skills were measured with comparison and argumentation tasks. The results indicate that comparison of the texts and analysis of the arguments they contained were more difficult tasks than putting forward arguments both for and against of one’s personal standpoint. In addition, previous experience of higher education predicted participants’ comparison skills and their matriculation examination grades predicted their argumentation skills. The feasibility of using critical comparison tasks in the entrance examination tests is discussed.
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.subject.otheracademic achievement
dc.subject.otherargumentation
dc.subject.othercritical thinking
dc.subject.otherentrance examination
dc.subject.otherhigher education
dc.titleUniversity Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201711274385
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKasvatustiede
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-11-27T13:15:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange629-649
dc.relation.issn0031-3831
dc.relation.volume61
dc.type.versionacceptedVersion
dc.rights.copyright© 2016 Scandinavian Journal of Educational Research. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/00313831.2016.1173092


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