Funded by the HEA Engineering Subject Centre

Transcription

1 Linda Gray, University of Sheffield Mike Bramhall, Sheffield Hallam University Kenisha Garnett, Sheffield International College Chris Corker, Sheffield Hallam University Funded by the HEA Engineering Subject Centre

2 Overview of presentation Background information on critical thinking Aim of the project done (EngSC Mini-Project) Research carried out Conclusions and the way forward Open discussion

3 Background information on critical thinking Critical thinking: a mental attitude, a set of skills, a high level activity Skills: Deep and evaluative reasoning Critical or questioning attitudes Deep subject knowledge Link to cultural context

4 Confucian style of learning Tradition of respect for teachers (unquestioning) Some prevalent characteristics: Teacher transmits information and student receives it Dislike of ambiguity Analytical with respect to detail and sequence Accustomed to visual learning Expectation that better students will help weaker students

5 Socratean style of learning Encouraged to challenge and probe Find answers to questions, rather than receive answers to questions Use of investigation/inquiry and reasoning to solve problems Teaching through dialogue Well-suited to auditory learners

6 Engineering, and the requirements of the UK-SPEC Subject specific knowledge Ability to Apply concepts laterally Integrate and synthesize knowledge Analyse and classify information Choose the right tool to solve a problem Deal with limitations and uncertainty Evaluate outcomes Student control of own learning processes Levels of Bloom s taxonomy

7 Image taken from Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved 3 June 2011 from Used with permission.

8 Aims of the project Project funded as an HEA EngSC mini-project Aim: to explore engineering students conceptualisation of critical thinking, with a view to using the findings to contribute to improved design of academic programmes in the future.

9 Research carried out Focus groups (Video Clip from Focus Group) One at each institution Sheffield Hallam University - 21 Students The University Of Sheffield - 9 Students Responses used to develop questionnaire Questionnaires Distributed to students on two taught Masters programmes 109 responses overall 54 from The University Of Sheffield 55 from Sheffield Hallam University

10 Nationality groupings Spanish, 1% Pakistani, 2% Syrian, 1% Thai, 3% Nigerian, 12% Malaysian, 13% Libyan, 3% Iranian, 3% British, 14% Bosnian, 1% Brunei, 2% Bulgarian, 1% Chinese, 17% Greek, 3% Indian, 25% British Bosnian Brunei Bulgarian Chinese Greek Indian Iranian Libyan Malaysian Nigerian Pakistani Spanish Syrian Thai

11 Grouping of attributes for questionnaire Grouping Information management skills Inquisitiveness, organisation, systematicity skills Problem solving and analytical skills Open-mindedness, reflexivity and evaluative skills Attributes Information seeking; Discrimination; Context Analysis; Creativity; Context; Knowledge Transfer; Confidence Analysis; Perseverance; Evaluation; Prediction Reflection; Knowledge Transfer; Discrimination; Evaluation; Context; Flexibility; Openmindedness

12 Information management skills Sources used: Library (86%), University sites (82%) Internet search engines: General (79%), Academic (56%) Best Sources: Reading lists (90%) Tutor guidance (80%) Identify relevant articles (78%) Students recognise importance of exploring background and context, but need to trust own reasoning skills, with too much reliance on tutor guidance and Google.

13 Inquisitiveness, organisation and systematicity skills (1) Ability to analyse a large task, break it down into smaller parts, design solutions, produce prototypes, with justification for processes chosen. Masters Project Plan 67% showed independent thinking in saying they would propose project tasks to supervisor 81% preferred to be guided by supervisor Most understood need to understand context (98%), background (98%), limitations (93%) and scope/ aims of defining the project (92%)

14 Inquisitiveness, organisation and systematicity skills (2) Most understood the need to justify their project methods by comparing a range of methods, but most would use methods used in previous similar projects or use the easiest route. There appears to be a lack of self confidence, independence and deep analysis in this theme.

15 Problem solving and analytical skills Applying theory to practice within complex problems: Understanding > Propose > Develop > Test -> Evaluate Results showed a systematic approach to problem solving: Using expert solutions (91%) Reviewing literature (83%) Similar problems (85%) Agreed to visual presentation of data but half would let the reader draw their own conclusions from these. Good lateral thinking to adapt solutions to fit problems, Understood need to link theory to experimental results, and proficiency with lab based work exemplar engineering methods, but need to be confident in their analytical skills.

16 Open mindedness, reflexivity and evaluative skills Reflective practice making sense of similar or contrasting viewpoints, formulate own, analyse and learn from experience. No general consensus of what reflective practice is, perhaps ambiguity in the questions used within the questionnaire.

17 Conclusions This research, using focus groups and questionnaires, into international students conceptualisation of critical thinking, has provided evidence that: International engineering students understanding of critical thinking is not well developed. International engineering students may, without being aware of it, have a critical thinking mindset and critical thinking skills. Staff observations, that students from some cultural backgrounds lack an understanding of critical thinking, are likely to be a result of different expectations and backgrounds in thinking processes and in learning styles.

18 The way forward Further analysis of data to distinguish between cultural backgrounds. Prepare guidance for staff on how programmes can be designed to support critical thinking, taking account of the different backgrounds of students. One example of this further work would be to include explanations and examples of critical thinking in induction, and include these again in instructions for project work and assignments.

19 Questions for you At your institution, where is critical thinking required in your curriculum? Have you experienced different approaches to critical thinking from different student groups? Do you provide any support for students to help them understand and practise critical thinking? How are you exploring your students critical thinking skills?

20 Bibliography Bennett Moore, Z., Faltin, L. & Wright, M. (2010). Critical Thinking and International Postgraduate Students. Discourse vol 3 pp Available online at [Accessed 8 April 2011] Castle, A., (2006). Assessment of the critical thinking skills of student radiographers. Radiography, 12, Chan, H.M. and Yan, H.K.T., (2007). Is there a Geography of Thought for East-West Differences? Why or why not?, Educational Philosophy and Theory, 39(4), Chanock, K.,(2010). 'The right to reticence', Teaching in Higher Education, 15: 5, Engineering Council (2003), UK Standards for Professional Engineering Competence (UK-SPEC). [Accessed 8 April 2011] Feng, A., (2008). Presentation from 'Culture of learning: What? Why? and How? Enhancing the academic experience of Chinese students Workshop', Sheffield, 26 June 2008, available online at [Accessed 8 April 2011] Higher Education Academy, Teaching International Students Project, (2010). Critical Thinking. Available online at pe=resources&newid=ourwork/internationalisation/isl_critical_thinking&site=york [Accessed 8 April 2011] Mason, M. (Ed). (2008). Critical thinking and learning. Oxford: Blackwell Publishing