A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender
dc.contributor.author | Galindo Domínguez, Héctor | |
dc.contributor.author | Bezanilla Albisua, María José | |
dc.contributor.author | Campo Carrasco, Lucía | |
dc.contributor.author | Fernández Nogueira, Donna | |
dc.contributor.author | Poblete Ruiz, Manuel | |
dc.date.accessioned | 2023-04-20T17:52:46Z | |
dc.date.available | 2023-04-20T17:52:46Z | |
dc.date.issued | 2023-02 | |
dc.identifier.citation | Frontiers in Eduaction 8 : (2023) // Article ID 1127705 | es_ES |
dc.identifier.issn | 2504-284X | |
dc.identifier.uri | http://hdl.handle.net/10810/60817 | |
dc.description.abstract | In the 21st century, critical thinking (CT) is regularly presented as one of the most important competences to be developed by a majority of educational institutions. Teachers are expected to change and enrich their teaching and learning methodologies so that students could face future challenges. Nonetheless, few are the instruments that measure the perception of critical thinking based on teachers’ conception. The aim of this study is to design and validate an instrument for the assessment of CT in university students based on the conception of CT that university teachers have. For this study, a total of 312 Spanish university students have participated. Based on a good model fit from a Confirmatory Factor Analysis and good reliability indices, the results provide strength to the theoretical model to evaluate critical thinking in university students formed by six dimensions (Analyzing/Organizing; Reasoning/Argumenting; Questioning/Asking oneself; Evaluating; Positioning /Taking decisions, and Acting /Committing oneself) and 42 items. Similarly, age was not a predictor variable for the different dimensions; while gender was statistically in favor of women in some of the dimensions, and tendentially, the dimension of Positioning/Taking decisions, in favor of men. However, despite these differences, the model guaranteed its factorial invariance. These findings have important pedagogical implications for universities in particular, and educational institutions in general, when developing curricula and teaching plans that focus on the development of students’ critical thinking. | es_ES |
dc.description.sponsorship | The publication has been funded by eDucaR research team through the University of Deusto/Basque Government Contract-Programme. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Frontiers Media | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | critical thinking | es_ES |
dc.subject | thinking skills | es_ES |
dc.subject | test validation | es_ES |
dc.subject | student evaluation | es_ES |
dc.subject | higher education | es_ES |
dc.subject | transversal competences | es_ES |
dc.title | A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2023 Galindo-Domínguez, Bezanilla, Campo, Fernández-Nogueira and Poblete. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. | es_ES |
dc.rights.holder | Atribución 3.0 España | * |
dc.relation.publisherversion | https://www.frontiersin.org/articles/10.3389/feduc.2023.1127705/full | es_ES |
dc.identifier.doi | 10.3389/feduc.2023.1127705 | |
dc.departamentoes | Didáctica y organización escolar | es_ES |
dc.departamentoeu | Didaktika eta eskola antolakuntza | es_ES |
Files in this item
This item appears in the following Collection(s)
Except where otherwise noted, this item's license is described as © 2023 Galindo-Domínguez, Bezanilla, Campo, Fernández-Nogueira and Poblete. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.