Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences
Abstract
:1. Introduction
2. Research Methodology
3. Main Findings of the Research
‘But again, it was quite difficult to sort out the information, so we had a joint group discussion where we would all talk and discuss. Critical thinking, I think, was also quite important later when there were students from several fields in the master’s studies programme. It was very good to exchange both ideas and knowledge because some were mere theorists, while others were laser specialists or represented a completely different field; therefore, such exchange of knowledge and encouragement of joint communication, I think, contributed significantly to critical thinking, because everybody saw things from a very different perspective. You seem to be presenting one thing, but a person from another field asks questions that relate or are close to them; then you have to think how to communicate in this situation in a way that is understandable and relevant to them.’ D1
‘And the other thing is that I hear the other person’s thoughts. Then there are options, and we are able to learn and complement each other.’ D11
‘In our group, we rejected those ideas that were unjustified. A leader in the group was a critical thinker: he could make decisions and explain to others the reasoning behind his ideas, and we developed some truly amazing menthol pills. We were pleased about having invented the technology ourselves; all we had to do was patent and sell it. These pills are mechanically robust and decompose rapidly in the human body.’ D3
‘First, we find various sources, see different options of how things work, and then start debating how things should be. However, these discussions are between us. This is how I understand that we are not learning the only way to solve a problem but looking for even more answers that may turn out completely different. For example, they may confirm the already known opinion’. D13
‘[...] when your every decision and every achievement is repeatedly questioned: “Why this? Why not this?”. Then you are forced to think. You cannot just learn it by heart—you must think about it.’ D1
‘It was not about what factors you had chosen, but how you justified your choice. There was no single right solution to the problem, but it was crucial that you could explain why you had chosen it.’ D5
‘[...] but they always ask you to provide reasoning: Why do you think so? What influenced your decision-making? I think, this is one of the aspects of critical thinking. [...] they encouraged us to think a lot, express our opinions, they would never criticise, but instead try to get us to reveal why we thought the way we did or made that specific decision’. D3
[...] when they try to show us more than one point of view from several angles. The teacher has presented information, studies and data that contradict each other, meaning that this is the case, but there also exists another approach, which may be diametrically opposed, and there is evidence for it too. Thus, immediately a perception appears that there is always more than one side to things in life, and where empirical data can be obtained to demonstrate this, it makes you wonder whether what is presented on one side is true. You start to think it could be different, and maybe it is different.’ D14
‘[...] the teacher with a constant “yes-but-no” answer, because even if he does not say it when answering a question, he evades the question so that he does not answer it, but rather adds supplementary information. It is very easy to lose the train of thought in this situation, but on the other hand, his critical thinking is an example for us, a part of his teaching. Even though we are not being taught directly, he shows that he uses it a lot [...] his tasks never have a single answer, he always follows how we are looking for the solution, and then, if our answer does not contradict the logic of the question, it is fine with him. He does not accept us trusting the first method, the first opinion, and take the easy way out.’ D13
‘[...] we had to come up with situations or choose an interviewee and argue why we had chosen that particular problem or that interviewee, and then it was important to present the text according to the rules we had been learning. [...] For example, we had an assignment about emigrants, which we needed to present in an interesting, unusual way, so I wrote a story based on the fairy tale “Eglė the Queen of Serpents”, where Eglė was prevented by her employee from going home.’ D15
‘[...] when the tasks are not specific, when they are free in content, and you must choose the subject matter yourself. [...] then you must find out on your own what matters the most in that case, you have to choose the things that are important to you, what you want to present and, of course, you have to accomplish those things from the technical point of view.’ D1
‘Assume there is a film you must understand, and there are no other requirements. Your understanding is enough. There is no wrong way to do it. It is just a discussion; you talk about the specific place in the film you think is more or less significant. There is no final result that you have to achieve, as in solving a mathematics problem. It is just a broad subject with no right answer; each person sees it from their point of view.’ D12
‘[...] practical tasks where you have to apply logical thinking to a particular global situation; then it is more of an issue because there are different assumptions that you have to define or assess, and logic alone is not enough because you must review more things [...] For example, you have to evaluate a pension scheme in a country through a mathematical approach, but you also have to consider people, and the social context, thus covering more fields. [...] Because you have to consider, think, and assess the situation from your point of view...’ D7
‘[...], we had to software-define the situation and decide which method was better to use to simulate the situation on the computer. [...] The factors that might be important in generating a profit from the grain trade were presented, but we had to decide on our own which factors were important to consider and which could be ignored because there were many of them. It was a matter of finding the correlations between those factors and their effect on the profit: which affect profit, and which do not. Then we had to generate those factors randomly and simulate the development of that company accordingly.’ D5
‘[...] You have to be very clear about what each machine does, and when there are ten machines, you have to be well aware of what each machine does to understand how to get the result. [...] so that you do not get lost and can see the overall view of what that chain can do without getting lost in the individual devices. [...] without getting lost in the overwhelming amount of information, and to always try to see the final goal.’ D9
‘[...] I remember the teachers’ encouragement to be aware of our influence as a subject on how we think about a work of art or a political phenomenon. The acknowledgement and interpretation of a painting depends on my gender, age, race, and the social and historical context in which I live. In other words, through lectures and workshops, I understood the importance of self-reflection. When considering public ideas, I learned to ask questions: Who is speaking? What does the speaker represent? What institutional affiliations bind them? What is the purpose of the opinion expressed?’ D16
‘[...] I no longer accept any situation from just one point of view [...] Maybe there is another way after all? And then, perhaps you need to rewind the tape a bit and see the arguments that have been put forward, or maybe there has been no argument at all, just some conclusion without any justification.’ D14
‘[...] you somehow make the problem relevant, you look at it from your perspective, from the time’s perspective, when we view certain problem from the present moment. It could be a perspective of your opinion, your belief on a problem that has existed for a long time, and you need critical thinking to be able to pull it out of the plane of the history of philosophy and into the current plane, to give it a certain fresh touch.’ D4
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Interview Questions for Students |
Introductory question: Developing critical thinking is important in higher education and studies. Critical thinking is also mentioned in the programme/subject you are studying. We would be interested in knowing how you are taught critical thinking. Tell us, what does it look like? |
How do you understand that you are being taught to think critically? How do you learn/sense that you have learned/improved your critical thinking skills? What is the most memorable/vivid example of critical thinking learning? Why is critical thinking important to you? |
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Indrašienė, V.; Jegelevičienė, V.; Merfeldaitė, O.; Penkauskienė, D.; Pivorienė, J.; Railienė, A.; Sadauskas, J. Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences. Sustainability 2023, 15, 13500. https://doi.org/10.3390/su151813500
Indrašienė V, Jegelevičienė V, Merfeldaitė O, Penkauskienė D, Pivorienė J, Railienė A, Sadauskas J. Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences. Sustainability. 2023; 15(18):13500. https://doi.org/10.3390/su151813500
Chicago/Turabian StyleIndrašienė, Valdonė, Violeta Jegelevičienė, Odeta Merfeldaitė, Daiva Penkauskienė, Jolanta Pivorienė, Asta Railienė, and Justinas Sadauskas. 2023. "Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences" Sustainability 15, no. 18: 13500. https://doi.org/10.3390/su151813500