Distinguishing Features of Critical Thinking Classrooms

By M. N. Browne, Kari E. Freeman. 2000

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/922df5e2e5f8c9cc42fb530c63d68c83f065448f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Rob Wass
2. A. Mercer
3. Mark D Halx
4. L. E. Reybold
5. Pezhman Zare
6. Moomala Othman

In Education

1. Rob Wass
2. A. Mercer
3. T. Harland
4. Mark D Halx
5. Sarah Quinton
6. L. E. Reybold
7. Pezhman Zare
8. T. Smallbone

Citations in the corpus

• Scaffolding critical thinking in the zone of proximal development (2011, background): “These attributes enable the critical thinker to apply rational criteria (Pithers, 2000 ; Browne & Freeman, 2000 ).”
• Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study. (2015, background): “The previous studies of classroom environment revealed the factors affecting the environment to enhance the effective teaching and learning processes are learning achievement, desirable characteristics of students, and processes of skill development including HOTS (Brown and Freeman, 2000; Dorman, 2”
• A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students (2005, background): “Browne and Freeman (2000) contend that "deference to critical thinking as an educational objective is certainly more common than the actual encouragement of critical thinking in university classrooms" (p.”
• Students' Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability (2015, background): “Browne & Freeman (2000) believe that a lot of evaluative learning activities need to be incorporated in subjects which aim to practice critical thinking skills.”
• Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, background): “An active classroom facilitates personal involvement with the material and provokes students into discussion and into one type of reflection (Browne & Freeman, 2000 ).”