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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.

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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 Mar 28, 2024
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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