Lawson’s Psychological Critical Thinking Exam as an instrument to improve critical thinking

Marta-Natalia Torres-Domínguez; Itxaso Barberia; Javier Rodríguez-Ferreiro

doi:10.1344/reire.47238

Autors/ores

Marta-Natalia Torres-Domínguez Universitat de Barcelona https://orcid.org/0000-0002-1008-2965
Itxaso Barberia Universitat de Barcelona https://orcid.org/0000-0003-3045-2289
Javier Rodríguez-Ferreiro Universitat de Barcelona https://orcid.org/0000-0001-9828-8302

DOI:

https://doi.org/10.1344/reire.47238

Paraules clau:

pensament crític, PCTE, adaptació espanyola, Lawson

Resum

INTRODUCCIÓ. El pensament crític és vital a la ciència i a la vida quotidiana per identificar evidències anecdòtiques, hipòtesis no falsables, recollida esbiaixada de dades o connexions causals poc fiables. L’objectiu d’aquest estudi va ser adaptar a l’espanyol la versió revisada de Lawson de l’Examen de Pensament Crític Psicològic (PCTE) i aplicar-la per avaluar-ne la millora durant una assignatura de raonament del grau en Psicologia.

MÈTODE. Vuitanta-set estudiants de tercer curs van respondre als ítems imparells del PCTE original a l’inici del quadrimestre, i van resoldre els parells al final. Es va dedicar una sessió a discutir sobre les preguntes de pensament crític de Lawson, i es va avaluar la fiabilitat d’afirmacions suposadament científiques.

RESULTATS. Les habilitats de pensament crític dels estudiants van millorar en la detecció de problemes (els voluntaris que inicialment no van detectar problemes metodològics, després sí que ho van fer) i en la detecció precisa del problema objectiu (qüestions relacionades amb la pregunta de pensament crític).

DISCUSSIÓ. Considerem el PCTE una eina per avaluar i desenvolupar el pensament crític entre els estudiants universitaris. Suggerim que aquest estudi pugui servir com a material didàctic d’anàlisi per als estudiants per potenciar les seves habilitats de pensament crític.

Referències

American Psychological Association. (2016). Guidelines for the undergraduate psychology major: Version 2.0. American Psychologist, 71(2), 102–111. https://doi.org/gd7fp9

Bensley, D. A., & Murtagh, M. P. (2012). Guidelines for a scientific approach to critical thinking assessment. Teaching of Psychology, 39, 5–16. https://doi.org/gd7fpk

Dowd, J. E., Thompson, R. J., Schiff, L. A., & Reynolds, J. A. (2018). Understanding the complex relationship between critical thinking and science reasoning among undergraduate thesis writers. CBE Life Sciences Education, 17(1), 1–10. https://doi.org/gjtctb

European Commission, Directorate-General for Education, Youth, Sport and Culture. (2019). Key competences for lifelong learning. Publications Office. https://tinyurl.com/yb3tz22y

Facione, P. A. (1990). Critical Thinking : A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction – The Delphi Report. The California Academic Press, 423(c), 1–19. https://tinyurl.com/5yr9644z

Halpern, D. F., & Dunn, D. S. (2021). Critical thinking: A model of intelligence for solving real-world problems. Journal of Intelligence, 9(2), 22. https://doi.org/gkj8mh

Holyoak, K., & Morrison, R. G. (2005). Thinking and reasoning: A reader’s guide. In K.J. Holyoak & R.G. Morrison (Eds.), Cambridge Handbook of Thinking and Reasoning (pp.1–9). Cambridge University Press. https://doi.org/nsqg

Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory. Child Development, 86(1), 327–336. https://doi.org/ghgfbs

Lawson, T. J. (1999). Assessing psychological critical thinking as a learning outcome for psychology majors. Teaching of Psychology, 26(3), 207–209. https://doi.org/d28n8d

Lawson, T. J., Jordan-Fleming, M. K., & Bodle, J. H. (2015). Measuring psychological critical thinking: An update. Teaching of Psychology, 42(3), 248–253. https://doi.org/gd7fp2

Lilienfeld, S. O., Ammirati, R., & David, M. (2012). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50(1), 7–36. https://doi.org/dm76fm

Lilienfeld, S., Lynn, S., Ruscio, J., & Beyerstein, B. (2010). 50 great myths of popular psychology. Wiley-Blackwell Publishing.

Majima, Y. (2015). Belief in Pseudoscience, Cognitive Style and Science Literacy. Applied Cognitive Psychology, 29(4), 552–559. https://doi.org/f7j827

Minott, D., Ferguson, T., & Minott, G. (2019). Critical Thinking and Sustainable Development. In W. Leal Filho (Ed.), Encyclopedia of Sustainability in Higher Education (pp. 1–6). Springer, Cham. https://doi.org/nsqh

OECD. (2018). The Future of Education and Skills: Education 2030. OECD Education Working Papers, 1–23. https://tinyurl.com/yxkecrdu

Straková, Z., & Cimermanová, I. (2018). Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability. Sustainability, 10(10), 3366. https://doi.org/gfm7jc

Taimur, S., & Sattar, H. (2019). Education for Sustainable Development and Critical Thinking Competency. Encyclopedia of the UN Sustainable Development Goals, 1–11. https://doi.org/nsqj

Witkowski, T. (2010). Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration? Polish Psychological Bulletin, 41(2). https://doi.org/bqxrxt