Interviews reveal faculty insights on critical thinking in undergraduates, suggesting important pedagogical influences.
Interviews at a liberal arts university explored faculty perspectives of undergraduate critical thinking capacity. Questions focused on definitions of critical thinking, how they influence pedagogy, and the role of institutional culture. Constant comparative analysis revealed four predominant themes: pedagogical experimentation, the content connection, pedagogy of force, and the resistance factor.
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Halx et al. (2006) studied this question.
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