TOWARDS UNDERSTANDING THE DEVELOPMENT OF 21ST CENTURY CAPABILITIES: A SCOPING REVIEW OF CRITICAL THINKING

Golja, T; Clerke, T

TOWARDS UNDERSTANDING THE DEVELOPMENT OF 21ST CENTURY CAPABILITIES: A SCOPING REVIEW OF CRITICAL THINKING

Golja, T

Clerke, T

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Publisher:: IATED
Publication Type:: Conference Proceeding
Citation:: ICERI2020 Proceedings, 2020, 1, pp. 7577-7586
Issue Date:: 2020-11

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Field	Value	Language
dc.contributor.author	Golja, T https://orcid.org/0000-0003-4932-8982
dc.contributor.author	Clerke, T
dc.date	2020-11-09
dc.date.accessioned	2021-02-09T00:27:41Z
dc.date.available	2021-02-09T00:27:41Z
dc.date.issued	2020-11
dc.identifier.citation	ICERI2020 Proceedings, 2020, 1, pp. 7577-7586
dc.identifier.issn	2340-1095
dc.identifier.uri	http://hdl.handle.net/10453/145964
dc.description.abstract	Abstract The learning and teaching of so-called general capabilities – including critical and creative thinking, problem solving, and ethical reasoning – is widely considered as problematic because of their detachment from a particular context of application. At the same time, an increasing employer demand across industries for such 21st century capabilities, specifically critical thinking, seemingly belies the lack of clarity around what is critical thinking and its relevance to a wide range of contexts, while articulating how it might develop and be assessed in distinct contexts. This begs the question: how might educators recognise, in generative ways, the learning and development of 21st century capabilities in their practice? This paper reports on a scoping review exploring the nature, application and influences of critical thinking in diverse professional and disciplinary practices. Key characteristics of critical thinking in action were distilled and are discussed here in relation to how they shape the design of resources and research probes that both support teachers and students in developing critical thinking in a range of contexts, and enable them to investigate how that development might be recognised, understood and tracked over time. Here, we explore the implications for developing critical thinking capabilities as applied in complex problem-solving situations. To do that, we contextualise our discussion within an innovative school-university research partnership designing transdisciplinary challenge projects to pilot how these 21st century capabilities can be developed and actioned for future practical contexts.
dc.language	en
dc.publisher	IATED
dc.relation	Catholic Education Office, Sydney
dc.relation.ispartof	ICERI2020 Proceedings
dc.relation.ispartof	13th annual International Conference of Education, Research and Innovation
dc.relation.isbasedon	10.21125/iceri.2020.1644
dc.rights	info:eu-repo/semantics/openAccess
dc.title	TOWARDS UNDERSTANDING THE DEVELOPMENT OF 21ST CENTURY CAPABILITIES: A SCOPING REVIEW OF CRITICAL THINKING
dc.type	Conference Proceeding
utslib.citation.volume	1
utslib.location.activity	Seville
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2021-02-09T00:27:38Z
pubs.finish-date	2020-11-11
pubs.publication-status	Published
pubs.start-date	2020-11-09
pubs.volume	1

Abstract:

Abstract The learning and teaching of so-called general capabilities – including critical and creative thinking, problem solving, and ethical reasoning – is widely considered as problematic because of their detachment from a particular context of application. At the same time, an increasing employer demand across industries for such 21st century capabilities, specifically critical thinking, seemingly belies the lack of clarity around what is critical thinking and its relevance to a wide range of contexts, while articulating how it might develop and be assessed in distinct contexts. This begs the question: how might educators recognise, in generative ways, the learning and development of 21st century capabilities in their practice? This paper reports on a scoping review exploring the nature, application and influences of critical thinking in diverse professional and disciplinary practices. Key characteristics of critical thinking in action were distilled and are discussed here in relation to how they shape the design of resources and research probes that both support teachers and students in developing critical thinking in a range of contexts, and enable them to investigate how that development might be recognised, understood and tracked over time. Here, we explore the implications for developing critical thinking capabilities as applied in complex problem-solving situations. To do that, we contextualise our discussion within an innovative school-university research partnership designing transdisciplinary challenge projects to pilot how these 21st century capabilities can be developed and actioned for future practical contexts.

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http://hdl.handle.net/10453/145964