Methodologies for teaching-learning critical thinking in higher education: The teacher’s view

Abstract

Abstract Critical thinking is a competency which is being required from students in their personal and professional life. For this reason, universities must do their most to include it in their syllabus, programs, and classes. However, there is still much work to be done since there is not a clear definition of this competency, and also new active methodologies need to be enhanced for its development. This article starts with a literature review of the main methodologies to teach this competency, and moreover, analyzes the main methodologies that 230 university teachers from Spain and Latin America use in the classroom as well as the ones they consider as more effective for the development of critical thinking. This information is contrasted with the concept these teachers have of critical thinking, based on previous research in which six different categories of concept were found. The data is analyzed using the test of Chi-square and Cohen’s Kappa. The results seem to indicate that teachers use and consider as most effective mainly three different methodologies: oral and written reflection and argumentation; reading, analysis and synthesis of resources; and case studies, regardless the concept they have of critical thinking, although some other tendencies between methodologies and concept of critical thinking are observed. In addition, there is a significant relationship between methodologies teachers use and those they consider most effective. Finally, some implications for curriculum design and implementation in relation to critical thinking are presented.