The DOI matches its Crossref record; 16 of the 26 references it cites were found in a registry or an index.
Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.
Open accessAbstract
¿El objetivo principal de esta investigación-acción era identificar el impacto del entrenamiento de habilidades de pensamiento crítico en contextos de enseñanza-aprendizaje del idioma Inglés en un grupo de estudiantes de octavo grado de tres colegios públicos en Colombia. Noventa y tres estudiantes de las Instituciones Lorenza Villegas de Santos en Medellín, Francisco Manzanera Henríquez en Girardot y Kilometro Doce en Montería participaron en el estudio. Después de un análisis de necesidades inicial se detectó dificultades de los estudiantes en el desempeño de habilidades tales como razonamiento, solución de problemas, toma de decisión y formulación de conclusiones. Los investigadores respondieron a esta situación implementando un plan de entrenamiento que consistió en tres fases. Primero, un perfil de pensamiento crítico cuyo objetivo era medir el nivel de entrada de las habilidades de pensamiento crítico. Segundo, una fase de entrenamiento en pensamiento crítico el cual consistió en la implementación de planes de clase incorporando estrategias y tareas basadas en la Taxonomía de Bloom. Tercero, la etapa de verificación de pensamiento crítico que consistía en verificar el impacto del entrenamiento. Los datos fueron recolectados a través de pruebas, artefactos, notas y un cuestionario aplicado a los estudiantes. Los resultados mostraron un progreso en términos de trabajo colaborativo, competencias en Inglés como lengua extranjera y desarrollo de pensamiento crítico después de implementar el plan de entrenamiento propuesto en la investigación.¿
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“These characteristics, one might note, are also characteristic of the “creative individual” (Facione 1990b; Lai 2011), as is the ability to imagine alternatives, which is often cited as a component of critical thinking ability (Facione 1990b; Halpern 1998).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Halpern 1998
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Metadata
- Authors
- Halpern, D. F.
- Corresponding author
- Halpern, Diane F.
- ORCID
- Halpern, Diane F.
- Venue
- American Psychologist
- Published
- 1998
- Volume
- 53
- Issue
- 4
- Pages
- 449-455
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W4294115107
- Cited by
- 1,118
- References
- 26
- Citations by year
- 2026: 79 · 2025: 95 · 2024: 93 · 2023: 100 · 2022: 93 · 2021: 83 · 2020: 82 · 2019: 77 · 2018: 67 · 2017: 42 · 2016: 39 · 2015: 51 · 2014: 37 · 2013: 22 · 2012: 22
- FWCI
- 30.00
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by-nc
- Locations
- American Psychologist (publishedVersion)
- Americanae (AECID Library) (submittedVersion, cc-by-nc-nd)
- Intellectum (Universidad de La Sabana) (submittedVersion, cc-by-nc)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- critical thinking, transfer of learning, English as a foreign language, Bloom's taxonomy, metacognitive monitoring, critical thinking skills, critical thinking disposition, collaboration, eighth grade students, secondary education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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