Performing Critical Thinking: Evidence from Students’ Stories

DOI

10.2991/icesshum-19.2019.141How to use a DOI?

Keywords

Critical Thinking, Grounded Theory, Preference

Abstract

The flourish of the disruptive era has defined critical thinking to be crucial element to be incorporated in the education. This article reports the exploratory efforts to reveal university students’ preference and challenge to express their critical thinking skill in their learning process and social context. In conducting this exploratory research, the data are gained by interviewing senior students in the English department assuming that the students of that particular level have already been taught almost all of courses endorsing the critical thinking skill and experiencing various learning experiences. The data are then descriptively coded by the frame of grounded theory. The findings indicate that students tend to enact their critical thinking in writing, preference toward group discussion and familiar topic as well as the help of youtube. However it is hindered by the lack of language competence. Thus, this research recommends the need for more strategic efforts in education in order to engage students with developing their critical thinking

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mister Gidion Maru
AU  - Donal Matheos
PY  - 2019/08
DA  - 2019/08
TI  - Performing Critical Thinking: Evidence from Students’ Stories
BT  - Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)
PB  - Atlantis Press
SP  - 906
EP  - 911
SN  - 2352-5398
UR  - https://doi.org/10.2991/icesshum-19.2019.141
DO  - 10.2991/icesshum-19.2019.141
ID  - Maru2019/08
ER  -