Understanding critical thinking: a comparative analysis between university students’ and teachers’ conception

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dc.contributor.authorBezanilla, María José
dc.contributor.authorGalindo Domínguez, Héctor
dc.contributor.authorCampo Carrasco, Lucía
dc.contributor.authorFernández Nogueira, Donna
dc.contributor.authorPoblete Ruiz, Manuel
dc.date.accessioned2025-09-10T10:22:26Z
dc.date.available2025-09-10T10:22:26Z
dc.date.issued2023-05-22
dc.date.updated2025-09-10T10:22:26Z
dc.description.abstractCritical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking.en
dc.identifier.citationBezanilla, M. J., Galindo Domínguez, H., Campo Carrasco, L., Fernández Nogueira, D., & Poblete Ruiz, M. (2023). Understanding critical thinking: a comparative analysis between university students’ and teachers’ conception. Tuning journal for higher education, 10(2), 223-244. https://doi.org/10.18543/TJHE.2515
dc.identifier.doi10.18543/TJHE.2515
dc.identifier.issn2340-8170
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3578
dc.language.isoeng
dc.publisherUniversidad de Deusto = Deustuko Unibertsitatea
dc.rights© University of Deusto
dc.subject.otherCritical thinking
dc.subject.otherHigher education
dc.subject.otherThinking skills
dc.subject.otherUniversity students
dc.subject.otherStudents’ point of view
dc.subject.otherTransversal competence
dc.titleUnderstanding critical thinking: a comparative analysis between university students’ and teachers’ conceptionen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage244
oaire.citation.issue2
oaire.citation.startPage223
oaire.citation.titleTuning journal for higher education
oaire.citation.volume10
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc/4.0/
oaire.versionVoR
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