Contenido principal del artículo

  • Amanda Franco
  • Rui Marques Vieira
  • Carlos Saiz
Amanda Franco
Portugal
Rui Marques Vieira
Carlos Saiz
Vol. Extr., núm. 07 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 7: FORMACIÓN Y TRANSICIÓN PARA EL MUNDO DEL TRABAJO, Páginas 012-016
DOI: https://doi.org/10.17979/reipe.2017.0.07.2233
Recibido: jul. 3, 2017 Aceptado: dic. 13, 2017 Publicado: dic. 17, 2017
Cómo citar

Resumen

Discorremos sobre a relevância do pensamento crítico, construindo a ponte entre o sistema atual de ensino e aquele que se almeja para uma educação de futuro, com vista a concretizar-se efetivamente o processo de Bolonha. Enquadra-se num projeto de pós-doutoramento, que segue uma metodologia de investigação-ação e com o qual se pretende um enfoque nas práticas pedagógicas que facilitam a promoção do pensamento crítico de estudantes universitários. O pensamento crítico carece de ensino, explícito e deliberado, sendo a formação de professores essencial, para passarem a contemplar nas suas práticas o pensamento crítico de forma intencional, sistemática e explícita.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Citas

Arum, R., & Roksa, J. (2011). Limited learning on college campuses. Society, 48, 203-207. doi: 10.1007/s12115-011-9417-8

Barnes, C. A. (2005). Critical thinking revisited: Its past, present, and future. New Directions for Community Colleges, 130(Summer 2005), 5-13. doi: 10.1002/cc.191

Brotherton, P. (2011). Critical thinking: A top skill for future leaders. T+D, 65(11), 24. Retrieved from https://www.td.org/Publications/Magazines/TD/TD-Archive/2011/11/Critical-Thinking-a-Top-Skill-for-Future-Leaders

Butler, H. A. (2012). Halpern Critical Thinking Assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26(5), 721-729. doi: 10.1002/acp.2851

Butler, H. A., Dwyer, C. P., Hogan, M. J., Franco, A., Rivas, S. F., Saiz, C., & Almeida, L. S. (2012). Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications. Thinking Skills and Creativity, 7(2), 112-121. http://dx.doi.org/10.1016/j.tsc.2012.04.001

Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167-182. e-ISSN: 1308-1470

Cosgrove, R. (2011). Critical thinking in the Oxford tutorial: A call for an explicit and systematic approach. Higher Education Research & Development, 30(3), 343-356. http://dx.doi.org/10.1080/07294360.2010.487259

DiCarlo, S. E. (2009). Too much content, not enough thinking, and too little FUN! Advances in Physiology Education, 33(4), 257-264. doi: 10.1152/advan.00075.2009

Dunn, D. S., Halonen, J. S., & Smith, R. A. (2008). Engaging minds: Introducing best practices in teaching critical thinking in psychology. In D. S. Dunn, J. S. Halonen, & R. A. Smith, Teaching critical thinking in psychology: A handbook of best practices (pp. 1-8). West Sussex, UK: Wiley-Blackwell. ISBN: 978-1-4051-7402-2

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. http://dx.doi.org/10.1016/j.tsc.2013.12.004

Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4-10. doi: 10.3102/0013189X018003004

Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179-186. http://dx.doi.org/10.1080/00405849309543594

Ennis, R. H. (2013). Critical thinking across the curriculum: The Wisdom CTAC program. Inquiry: Critical Thinking Across the Disciplines, 28(2), 25-45. Retrieved from http://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=2014&context=ossaarchive

European Commission/EACEA/Eurydice (2015). The European Higher Education Area in 2015: Bologna Process implementation report. Luxembourg: Publications Office of the European Union. Disponível em http://eacea.ec.europa.eu/education/eurydice

European Higher Education Area. (1999). Joint declaration of the Ministers responsible for higher education - Convened in Bologna on the 19th of June 1999. Retrieved from http://www.ehea.info/article-details.aspx?ArticleId=80

Evens, M., Verburgh, A., & Elen, J. (2013). Critical thinking in college freshmen: The impact of secondary and higher education. International Journal of Higher Education, 2(3), 139-151. http://dx.doi.org/10.5430/ijhe.v2n3p139

Franco, A. H. R. (2016). Pensamento crítico: Desenvolvimento e mediação no quadro das experiências académicas no Ensino Superior. Tese de doutoramento, Instituto de Educação, Universidade do Minho, Braga, Portugal. http://hdl.handle.net/1822/42550

Franco, A. R., & Almeida, L. S. (2017). O lugar do pensamento crítico no ensino superior pós Bolonha: Dados empíricos e considerações teóricas. In C. P. Albuquerque, A. L. Oliveira, A. M. Seixas, A. G. Ferreira, C. C. Santos, M. P. Paixão, & R. P. Paixão (Coords.), O ensino superior pós Bolonha: Tempo de balanço, tempo de mudança. Livro de atas do Congresso "O Ensino Superior Pós Bolonha: Tempo de Balanço, Tempo de Mudança" (pp. 16-20). Coimbra: Faculdade de Psicologia e de Ciências da Educação. ISBN: 978-989-99775-0-1

Franco, A. R., Almeida, L. S., & Saiz, C. (2014). Pensamiento crítico: Reflexión sobre su lugar en la enseñanza superior. Educatio Siglo XXI, 32(2), 81-96. http://dx.doi.org/10.6018/j/202171

Franco, A. H. R., Butler, H. A., & Halpern, D. F. (2015). Teaching critical thinking to promote learning. In D. S. Dunn (Ed.), The Oxford handbook of undergraduate psychology education (pp. 65-74). New York, NY: Oxford University Press. ISBN: 9780199933815

Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research & Development, 30(3), 357-370. http://dx.doi.org/10.1080/07294360.2010.499144

Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching & Learning, 80(Winter 1999), 69-74. doi: 10.1002/tl.8005

Halpern, D. F. (2006). The nature and nurture of critical thinking. In R. J. Sternberg, H. L. Roediger, & D. F. Halpern (Eds.), Critical thinking in psychology (pp.1-14). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511804632

Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York, NY: Psychology Press. ISBN: 978-1-84872-628-4

Lopes, S., Vieira, R. M., & Moreira, A. (2015).Formação de professores no uso de ferramentas da WEB 2.0 com infusão do pensamento crítico: Estudo de caso. In C. Dominguez et al. (Eds.), Pensamento crítico na educação: Desafios atuais (pp. 41-53). Vila Real: Universidade de Trás-os-Montes e Alto Douro. ISBN: 978-989-704-207-2

McCrae, N. (2011). Nurturing critical thinking and academic freedom in the 21st century university. International Journal of Teaching and Learning in Higher Education, 23(1), 128-134. ISSN: 1812-9129

OECD. (2015). Universal basic skills: What countries stand to gain. OECD Publishing. http://dx.doi.org/10.1787/9789264234833-en

Paul, R. (2005). The state of critical thinking today. New Directions for Community Colleges, 130(Summer 2005), 27-38. doi: 10.1002/cc.193

Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22(2), 284-292. ISSN: 0214-9915

Rivas, S. F., & Saiz, C. (2015). ¿Perduran en el tiempo las habilidades de pensamiento crítico adquiridas mediante instrucción? In C. Dominguez et al. (Eds.), Pensamento crítico na educação: Desafios atuais (pp. 137-144). Vila Real: Universidade de Trás-os-Montes e Alto Douro. ISBN: 978-989-704-207-2

Rowles, J. (2011). Learning is not easy: How can we help our students to learn? Currents in Pharmacy Teaching and Learning, 3(2), 159-162. http://dx.doi.org/10.1016/j.cptl.2011.01.010

Saiz, C. S. (2017). Pensamiento crítico y cambio. Madrid: Ediciones Pirámide. ISBN: 978-84-368-3727-8.

Saiz, C., & Rivas, S. F. (2011). Evaluation of the ARDESOS program: An initiative to improve critical thinking skills. Journal of the Scholarship of Teaching and Learning, 11(2), 34-51. Retrieved from www.iupui.edu/~josotl

Thomas, T. (2011). Developing first year students’ critical thinking skills. Asian Social Science, 7(4), 26-35. e-ISSN: 1911-2025

União Europeia, Comissão Europeia. (2009). Quadro Europeu de Qualificações para a aprendizagem ao longo da vida (QEQ). Disponível em http://www.dges.mctes.pt/NR/rdonlyres/90DBE647-5CB6-4846-B88F-101180D9E425/4890/TheEQFforlifelonglearning_brochure_PT.pdf

Vieira, R. (2014). O uso das TIC na promoção do pensamento crítico de Futuros Professores. Indagatio Didactica, 6(1), 363-378. ISSN: 1647-3582

Vieira, R. M., & Tenreiro-Vieira, C. (2014). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 12(6), 659-680. doi: 10.1007/s10763-014-9605-2

Vieira, R. M., & Tenreiro-Vieira, C. (2015). Práticas didático-pedagógicas de ciências: Estratégias de ensino⁄aprendizagem promotoras do pensamento crítico. Saber & Educar, 20, 34-41. http://dx.doi.org/10.17346/se.vol20.191

Vieira, R. M., & Tenreiro-Vieira, C. (2016). Teaching strategies and critical thinking abilities in science teacher education. In G. Gibson (Ed.), Critical thinking: Theories, methods and challenges (pp. 77-97). New York, NY: Nova Science Publishers. ISBN: 978-1-63484-349-2

Vieira, R. M., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54. Retrieved from http://www.icaseonline.net/sei/march2011/p4.pdf