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Learning outcomes and critical thinking – good intentions in conflict
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.ORCID-id: 0000-0003-4005-310X
School of Public Administration, University of Gothenburg.ORCID-id: 0000-0003-0787-1880
2018 (engelsk)Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174XArtikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers’ and students’ attention away from important goals.

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
Critical thinking, learning outcomes, purposes of education, student experience, curriculum
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-14764DOI: 10.1080/03075079.2018.1486813Scopus ID: 2-s2.0-85048742355OAI: oai:DiVA.org:hb-14764DiVA, id: diva2:1233314
Tilgjengelig fra: 2018-07-17 Laget: 2018-07-17 Sist oppdatert: 2018-07-30bibliografisk kontrollert

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Erikson, Martin GErikson, Malgorzata

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