SciELO - Scientific Electronic Library Online

 
vol.28 número4Contextualising learning in Advanced Certificate in Education (Environmental Education) courses: synthesising contexts and experiencesPreadolescent leaders: critical reflections from a well-being perspective índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100

Resumen

LOMBARD, Kobus  y  GROSSER, Mary. Critical thinking: are the ideals of OBE failing us or are we failing the ideals of OBE?. S. Afr. j. educ. [online]. 2008, vol.28, n.4, pp.561-579. ISSN 2076-3433.

One of the cornerstones of the Outcomes-based approach adopted by the South African education and training sector is the so-called Critical Outcomes. Included as one of these outcomes is the ability of learners to identify and solve problems, using creative and critical thinking. Underpinned by the Critical Outcomes, Outcomes-based Education (OBE) was introduced in South African schools in 1997. It can therefore be argued that the critical thinking abilities of the cohort of first-year students who entered higher education institutions in 2006 were challenged somewhere in their school careers. Based on this assumption, a group of first-year education students were required to complete the Watson Glaser Critical Thinking Appraisal (WGCTA) to gauge their critical thinking abilities. The results obtained by this means are discussed and some suggestions made to address the way forward with regard to development of learners' critical thinking abilities.

Palabras clave : Critical Outcomes; critical thinking; Outcomes-based Education; prospective teachers; Watson Glaser Critical Thinking Appraisal.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons