Professor Julie Rattray julie.rattray@durham.ac.uk
Professor
Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities
Rattray, J.; Chen, D.
Authors
D. Chen
Abstract
This paper considers the extent to which critical thinking might be conceived of as a threshold concept which unlocks threshold capabilities in learners. Utilising a problem-based learning approach to pedagogy the paper reports a small scale study which was designed to explore whether students in a Media Literacy class could be supported to develop their critical thinking capabilities. The paper argues that such capabilities represent a threshold transformation in learners, unlocking as they do a new way of engaging with media literacy. Using Baxter Magolda’s model of the development of critical thinking the study examines the extent to which students shift from a very egocentric view of the world to a more integrative and reflexive view of the world as their critical thinking capabilities become more sophisticated. The paper further argues that whilst critical thinking can be seen as a threshold concept it might also be viewed of as a threshold capability which is transferable across a number of domains - it transcends the discipline and might be considered to be a more complex threshold.
Citation
Rattray, J., & Chen, D. (2017). Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities. Practice and evidence of scholarship of teaching and learning in higher education, 12(2), 272-293
Journal Article Type | Article |
---|---|
Acceptance Date | Jan 16, 2017 |
Online Publication Date | Apr 1, 2017 |
Publication Date | Apr 1, 2017 |
Deposit Date | May 5, 2017 |
Publicly Available Date | May 8, 2017 |
Journal | Practice and evidence of the scholarship of teaching and learning in higher education |
Publisher | Practice and Evidence of Scholarship of Teaching and Learning in Higher Education |
Peer Reviewed | Peer Reviewed |
Volume | 12 |
Issue | 2 |
Pages | 272-293 |
Publisher URL | http://community.dur.ac.uk/pestlhe.learning/index.php/pestlhe/article/view/172 |
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