Skills and dispositions of critical thinkingare they sufficient?
ISSN: 0212-9728, 1695-2294
Datum der Publikation: 2011
Ausgabe: 27
Nummer: 1
Seiten: 202-209
Art: Artikel
Andere Publikationen in: Anales de psicología
Zusammenfassung
Tradicionalmente se ha considerado que el pensamiento crítico requiere de un conjunto de habilidades cognitivas y disposiciones. El pre-sente trabajo apoya la opinión de algunos teóricos que han propuesto que éstos podrían no ser los únicos ingredientes necesarios para mejorar el pensamiento crítico. Más específicamente, nuevos factores podrían ser necesarios para llegar a pensar críticamente, tales como: lograr una com-prensión epistemológica del pensamiento crítico, haber alcanzado un determinado nivel de desarrollo epistemológico, o las creencias que se mantienen sobre el pensamiento. Estos nuevos componentes son analiza-dos conceptual e instruccionalmente, así como la conveniencia de hacer un tratamiento más profundo de las disposiciones.
Bibliographische Referenzen
- Arons, A. B. (1979). Some thoughts on reasoning capabilities implicitly expected of college students. In J. Lochhead & J. Clements (Eds.), Cognitive process instruction: Research on teaching thinking skills (pp. 209-215). Philadelphia: Franklin Institute Press.
- Bailin, S. (1999). The problem with Percy: Understanding and critical thinking. Informal Logic, 19(2&3), 161-170.
- Baron, J. (1991). Beliefs about thinking. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 169-186). Hillsdale, NJ: Erlbaum.
- Baron, J. (1993). Why teach thinking?- An essay. Applied Psychology: An International Review, 42(3), 191-237.
- Bendixen, L. D., Schraw, G., and Dunkle, M.E. (1998). Epistemic beliefs and moral reasoning. Journal of Psychology, 13, 187-200.
- Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron, & R. J. Sternberg (Eds.), Teaching thinking skills (pp. 9-26). New York: Freeman and Company.
- Ennis, R. H. (1996). Critical thinking. Upper Saddle River, NJ: Prentice-Hall.
- Facione, N., & Facione, P. (1997). Critical thinking assessment in nursing education programs: An aggregate data analysis. Millbrae, CA: The California Academic Press.
- Facione, P., et. al. (1990). The California Critical Thinking Skills Test (CCTST): Forms A and B; and the CCTST Test manual. Millbrae, CA: The California Academic Press.
- Facione, P., & Facione, N. (1992). The California Critical Thinking Dispositions Inventory (CCTDI); and the CCTDI Test manual. Millbrae, CA: The California Academic Press.
- Facione, P. A., Facione, N. C., & Giancarlo, C. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking. Informal Logic, 20(1), 61-84.
- Giancarlo, C., & Facione, N. (1994). A study of the critical thinking disposition and skill of Spanish and English speaking students at Camelback high school. Millbrae, CA: The California Academic Press.
- Glaser, E. M. (1941). An experiment in the development of critical thinking. New York: Teachers College, Columbia University.
- Govier, T. (2001). A practical study of argument (5th ed.). Belmont, CA: Wads-worth.
- Halonen, J. S. (1995). Demystifying critical thinking. Teaching of Psychology, 22(1), 75-81.
- Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449-455.
- Halpern, D. F. (2003). Thought and knowledge. An introduction to critical thinking (4th ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Hatcher, D. L. (2000). Arguments for another definition of critical thinking. Inquiry: Critical Thinking Across the Disciplines, 20(1), 3-8.
- Johnson, R. (2000). On the very idea of critical thinking. Faculty workshop presentation: Baker University.
- Kardash, C.M., and Scholes, R.J. (1996). Effects of preexisting beliefs, epis-temological beliefs, and need for cognition on interpretation of controversial issues. Journal of Education of Psychology, 88, 260-271.
- Kennedy, M., Fisher, M. B., & Ennis, R. H. (1991). Critical thinking: Literature, review and needed research. In L. Idol, & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 11-40). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Kitchener, K.S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 4, 222-232.
- King, P.M., and Kitchener, K.S. (1994). Developing reflexive judgement. Jossey-Bass: San Francisco.
- Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
- Kuhn, D. (1993). Connecting scientific and informal reasoning. Merrill-Palmer Quarterly, 39(1), 74-103.
- Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.
- Kuhn, D., and Weinstock, M. (2002). What is epistemological thinking and why does it matter?. In B.K. Hofer, and P.R. Pintrich (eds.). Personal epistemology: The psychology of beliefs about knowledge and knowing. Erlbaum: Mahwah, N.J.
- Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge, MA: Cambridge University Press.
- McPeck, J. E. (1981). Critical thinking and education. Oxford: Martin Robinson.
- Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Prentice Hall.
- Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21.
- Saiz, C. (2002) (Coord). Pensamiento crítico: Conceptos básicos y actividades prácticas (Critical thinking: basic concepts and practical activities). Madrid: Pirámide.
- Schraw, G., Dunkle, M.E., and Benkixen, L.D. (1995). Cognitive processes in well-defined and ill-defined problem solving. Applied Cognitive Psychology, 9, 523-528
- Siegel, H. (1988). Educating reason: Rationality, critical thinking and education. New York: Routledge.
- Zoller, U., Ben-Chaim, D., Ron, S., Pentimalli, R., & Borsese, A. (2000). The disposition toward critical thinking of high school and university science students: an inter-intra Israeli-Italian study. International Journal of Science Education, 22(6), 571-582.