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Developing Critical Thinking Skills in Students in Landscape History in Part-time Continuing Higher Education

Author: Susan Oosthuizen

Type: Case Study

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The project arose out of an awareness that many adult students find it difficult to progress from narrative to analytical (critical) thinking, and related to the wider context of the development of student-centred, active learning in which critical thinking plays an essential part. The aims of the project were to investigate the effect of attention to critical thinking skills on student retention and success in attaining the learning outcomes of courses in landscape history; to experiment with the development of generic materials and teaching methods which explicitly address the development of critical skills in landscape history; to focus particularly on students who have difficulties in making the shift from description to critical analysis; and to experiment with the development of straightforward diagnostic tools to help to identify these students at an early stage in the course.


Related Files

 

(PDF Document) Synopsis

(PDF Document) Interim Report

(PDF Document) Full Report