An integrated critical thinking framework for the 21st century

By Christopher P. Dwyer, Michael J. Hogan, Ian Stewart. 2014

736 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8a568dcd74f8d77a98b6ff745597e62047add49d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015, background): “The cultivation of the ability of critical thinking is an important educational objective which enables students to understand and judge complex information and to make proper decisions (Dwyer et al. 2014; Glassner et al. 2005; van Gelder 2005).”
Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills (2020, background): “These skills would enable an individual to make autonomous decisions and question beliefs when they were not based on hard evidence (Dwyer et al., 2014).”
Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking (2017, background): “In a recent review, an integrative framework that captures the metacognitive, reflective and memory-based aspects of critical thinking was presented (Dwyer et al., 2014).”
Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning (2020, background): “Rational-Reflective thought to decide what to believe or do (Ennis, 2015), a metacognitive process involving analysis, evaluation, and inference (Dwyer et al., 2014).”
A literature review of critical thinking in engineering education (2019, methodology): “The approach developed was based on the systematic review method by Borrego, Foster, and Froyd (2014; 2015) adapted to the purpose of this paper presented through the acronym PICO: P – Population: Students in Higher Education Institutions (1st and 2nd cycles) in Engineering programmes; I – Intervent”
Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model (2019, methodology): “…such as analyzing, evaluating, as well as creating, and then those activities are integrated in each meeting of the learning process as depicted in table 3 (Dwyer et al., 2014; Schoenberger-Orgad & Spiller, 2014; Samejima, Hisakane, & Komoda, 2015; Fajrianthi, Hendriani, & Septarini, 2016).”