Metacognitive strategies and development of critical thinking in higher education.

[EN]More and more often, we hear that higher education should foment critical thinking. The new skills focus for university teaching grants a central role to critical thinking in new study plans; however, using these skills well requires a certain degree of conscientiousness and its regulation. Meta...

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Detalles Bibliográficos
Autores: Fernández Rivas, Silvia, Saiz Sánchez, Carlos, Ossa, Carlos
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/154511
Acceso en línea:http://hdl.handle.net/10366/154511
Access Level:acceso abierto
Palabra clave:Critical thinking
Instruction
Evaluation
Metacognition
Problem-solving
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spelling Metacognitive strategies and development of critical thinking in higher education.Fernández Rivas, SilviaSaiz Sánchez, CarlosOssa, CarlosCritical thinkingInstructionEvaluationMetacognitionProblem-solving[EN]More and more often, we hear that higher education should foment critical thinking. The new skills focus for university teaching grants a central role to critical thinking in new study plans; however, using these skills well requires a certain degree of conscientiousness and its regulation. Metacognition therefore plays a crucial role in developing critical thinking and consists of a person being aware of their own thinking processes in order to improve them for better knowledge acquisition. Critical thinking depends on these metacognitive mechanisms functioning well, being conscious of the processes, actions, and emotions in play, and thereby having the chance to understand what has not been done well and correcting it. Even when there is evidence of the relation between metacognitive processes and critical thinking, there are still few initiatives which seek to clarify which process determines which other one, or whether there is interdependence between both. What we present in this study is therefore an intervention proposal to develop critical thinking and meta knowledge skills. In this context, Problem-Based Learning is a useful tool to develop these skills in higher education. The ARDESOS-DIAPROVE program seeks to foment critical thinking via metacognition and Problem-Based Learning methodology. It is known that learning quality improves when students apply metacognition; it is also known that effective problem-solving depends not only on critical thinking, but also on the skill of realization, and of cognitive and non-cognitive regulation. The study presented hereinafter therefore has the fundamental objective of showing whether instruction in critical thinking (ARDESOS-DIAPROVE) influences students’ metacognitive processes. One consequence of this is that critical thinking improves with the use of metacognition. The sample was comprised of first-year psychology students at Public University of the North of Spain who were undergoing the aforementioned program; PENCRISAL was used to evaluate critical thinking skills and the Metacognitive Activities Inventory (MAI) for evaluating metacognition. We expected an increase in critical thinking scores and metacognition following this intervention. As a conclusion, we indicate actions to incentivize metacognitive work among participants, both individually via reflective questions and decision diagrams, and at the interactional level with dialogues and reflective debates which strengthen critical thinking.Frontiers Media202420242022info:eu-repo/semantics/articlehttp://hdl.handle.net/10366/154511reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)Inglésinfo:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1545112026-06-07T06:28:51Z
dc.title.none.fl_str_mv Metacognitive strategies and development of critical thinking in higher education.
title Metacognitive strategies and development of critical thinking in higher education.
spellingShingle Metacognitive strategies and development of critical thinking in higher education.
Fernández Rivas, Silvia
Critical thinking
Instruction
Evaluation
Metacognition
Problem-solving
title_short Metacognitive strategies and development of critical thinking in higher education.
title_full Metacognitive strategies and development of critical thinking in higher education.
title_fullStr Metacognitive strategies and development of critical thinking in higher education.
title_full_unstemmed Metacognitive strategies and development of critical thinking in higher education.
title_sort Metacognitive strategies and development of critical thinking in higher education.
dc.creator.none.fl_str_mv Fernández Rivas, Silvia
Saiz Sánchez, Carlos
Ossa, Carlos
author Fernández Rivas, Silvia
author_facet Fernández Rivas, Silvia
Saiz Sánchez, Carlos
Ossa, Carlos
author_role author
author2 Saiz Sánchez, Carlos
Ossa, Carlos
author2_role author
author
dc.subject.none.fl_str_mv Critical thinking
Instruction
Evaluation
Metacognition
Problem-solving
topic Critical thinking
Instruction
Evaluation
Metacognition
Problem-solving
description [EN]More and more often, we hear that higher education should foment critical thinking. The new skills focus for university teaching grants a central role to critical thinking in new study plans; however, using these skills well requires a certain degree of conscientiousness and its regulation. Metacognition therefore plays a crucial role in developing critical thinking and consists of a person being aware of their own thinking processes in order to improve them for better knowledge acquisition. Critical thinking depends on these metacognitive mechanisms functioning well, being conscious of the processes, actions, and emotions in play, and thereby having the chance to understand what has not been done well and correcting it. Even when there is evidence of the relation between metacognitive processes and critical thinking, there are still few initiatives which seek to clarify which process determines which other one, or whether there is interdependence between both. What we present in this study is therefore an intervention proposal to develop critical thinking and meta knowledge skills. In this context, Problem-Based Learning is a useful tool to develop these skills in higher education. The ARDESOS-DIAPROVE program seeks to foment critical thinking via metacognition and Problem-Based Learning methodology. It is known that learning quality improves when students apply metacognition; it is also known that effective problem-solving depends not only on critical thinking, but also on the skill of realization, and of cognitive and non-cognitive regulation. The study presented hereinafter therefore has the fundamental objective of showing whether instruction in critical thinking (ARDESOS-DIAPROVE) influences students’ metacognitive processes. One consequence of this is that critical thinking improves with the use of metacognition. The sample was comprised of first-year psychology students at Public University of the North of Spain who were undergoing the aforementioned program; PENCRISAL was used to evaluate critical thinking skills and the Metacognitive Activities Inventory (MAI) for evaluating metacognition. We expected an increase in critical thinking scores and metacognition following this intervention. As a conclusion, we indicate actions to incentivize metacognitive work among participants, both individually via reflective questions and decision diagrams, and at the interactional level with dialogues and reflective debates which strengthen critical thinking.
publishDate 2022
dc.date.none.fl_str_mv 2022
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/154511
url http://hdl.handle.net/10366/154511
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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