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Developing Critical Thinking in a First-Year University Chemistry Course

Kolajo, Yetunde (2020) Developing Critical Thinking in a First-Year University Chemistry Course. Doctor of Philosophy (PhD) thesis, Flinders University. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:101900)


Critical thinking is a key quality in learning first-year university chemistry. And therefore, teaching critical thinking enables students to take a stance on scientific issues, to logically rationalise the issue under discussion, to detect fallacies in arguments, or to suspend making of a decision when there is insufficient proof to trace and sustain a conclusion. The aim of this thesis is to examine the perceptions of university lecturers towards the integration of critical thinking into their teaching and how they develop critical thinking in their students. The literature has limited research on teaching strategies and activities that foster critical thinking in first-year university chemistry students in New Zealand, a shortcoming this thesis addresses. The thesis asks how critical thinking is planned, enacted and assessed. Using a case study of lecturers, their perceptions about critical thinking and perceived barriers to promoting critical thinking are described

Item Type: Thesis (Doctor of Philosophy (PhD))
Subjects: L Education
L Education > L Education (General)
Q Science > QD Chemistry
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Yetunde Kolajo
Date Deposited: 30 Jun 2023 10:58 UTC
Last Modified: 03 Jul 2023 11:24 UTC
Resource URI: (The current URI for this page, for reference purposes)

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