A Look Across Four Years at the Disposition Toward Critical Thinking Among Undergraduate Students

By C. A. Giancarlo, P. Facione. 2001

327 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9191bcc7a1845ed2bc14df42d5815f7ecd28707d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement (2008, background): “Finally, greater exposure to postsecondary education itself has been linked to increased levels of the disposition, as indicated by senior students having higher levels of critical thinking disposition than freshman (Facione and Facione 1997; Giancarlo and Facione 2001 ).”
The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability (2014, methodology): “The California Critical Thinking Disposition Inventory (CCTDI) is one of the first valid and reliable measures of an individual’s critical thinking disposition (Giancarlo & Facione, 2001: 4).”
A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia. (2005, background): “As CT has been central to radical education (Giroux, 1992a; Giancarlo and Facione, 2001) theorists in the fields argue that critical education, which helps to make people more critical in thought and action, can increase freedom and enlarge the scope of human possibilities (Burbules and Berk, 1999,…”
Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies (2013, unknown): “For example, despite the theoretical and empirical arguments on gender differences in CT outcomes (Clinchy, 1996; Erickson & Strommer, 1991; Giancarlo & Facione, 2001; King et al., 1990), the current empirical research surprisingly does not examine effectiveness of instructional interventions in…”
Teaching Critical Thinking Skills: Literature Review. (2020, background): “Giancarlo and Facione (2001) stated that CT has conceptual connections with reflective judgement, problem framing, higher-order thinking, logical thinking, decision making, problem solving, and use of the scientific method.”
Critical Thinking Dispositions as an Outcome of Art Education (2006, methodology): “In this study, Giancarlo and Facione (2001) used the California Critical Thinking Disposition Inventory (Facione & Facione, 1992) to test the critical thinking dispositions of freshmen in 1992, and then again to test seniors 4 years later.”
RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities (2019, background): “Dewey equalizes critical thinking in reflective thinking and states that building reflective thinking is the core of education (Giancarlo & Facione, 2001).”
The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education (2020, background): “According to Giancarlo and Facione (2001), critical thinking is a self-directed and well-organized cognitive process that leads to high-quality findings and decisions, which can be realized through the evaluation, investigation, measurement, and reformulation of thinking.”
Using Critical Thinking Teaching Methods to Increase Student Success: An Action Research Project. (2017, background): “…than accumulating information or processing information, rather critical thinking involves identifying, analyzing, synthesizing, and evaluating information to yield actionable knowledge to make effective decisions (Argyris, 1996; Giancarlo & Facione, 2001; Liu et al., 2011; Scriven & Paul, 2005).”
Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits? (2012, background): “the development of critical thinking (Ennis, 1993; Giancarlo & Facione, 2001; Pascarella &”
Learning outcomes and critical thinking – good intentions in conflict (2018, background): “These dispositions include both the ability to distinguish situations that call for critical thinking and the motivation to actually think critically in those situations (e.g. Facione 2000; Giancarlo and Facione 2001; Halpern 1998).”
The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills (2012, background): “Critical thinking is a widely used term that includes skills in identifying, analyzing, synthesizing, and evaluating information to make informed decisions, and the disposition to apply these skills (Ennis, 1993; Giancarlo & Facione, 2001; Halpern, 1993; Paul, 1993).”
COLLEGE STUDENTS' EXPERIENCES WITH DIVERSITY AND THEIR EFFECTS ON ACADEMIC SELF-CONFIDENCE, SOCIAL AGENCY, AND DISPOSITION TOWARD CRITICAL THINKING (2005, methodology): “Students who score less than 210 are defined as negatively disposed, students with scores between 210 and 280 are ambivalent, and students with scores above 280 are positively disposed toward critical thinking (see Facione, Facione et al., 1998; Giancarlo and Facione, 2001).”
Achievement goals, emotions, learning, and performance : A process model (2015, unknown): “…consistent with studies showing weak or nonsignificant relations with performance (e.g., Bers, McGowan, & Rubin, 1996; Facione & Facione, 1997; Giancarlo & Facione, 2001; Komarraju & Nadler, 2013; Stupnisky, Renaud, Daniels, Haynes, & Perry, 2008; for meta-analytic findings, see Richardson et…”