Learning Critical Thinking in Secondary Schools and Universities: Perspectives of the Students

Abstract

<p>While critical thinking is often highlighted as an essential 21st-Cenutry Skill, scholarly efforts thus far have focused more on factors affecting the promotion of critical thinking through curricular means. However, limited evidence reflected curriculum users’ (i.e., students’) views on how the curricular experiences could help them become critical thinkers. To such end, this qualitative study aims (1) to compare students’ learning experiences of critical thinking in their learning of Liberal Studies during their secondary schooling and the courses during their tertiary education and (2) to explore how the different learning experiences have shaped their perceptions of what an ideal learning experience of critical thinking is. Fifteen local participants from different academic disciplines in Hong Kong were interviewed, and several patterns emerged. Firstly, the interviewees generally considered that enhanced critical thinking capabilities had been favoured more by the learning groups formed by students with more diverse academic backgrounds, which are more often found in universities than during their secondary schooling. Secondly, the facilitative roles of teachers, whenever a cooperative learning approach was to be adopted, were suggested to be of great importance. Finally, somewhat inconsistent with previous findings, not all respondents agreed that cooperative learning was always the most effective approach for promoting critical thinking. The implications of learning and teaching critical thinking will be discussed in general. The possible insights for implementing the recently developed Citizenship and Social Development will be indicated in particular.</p>