Using shared inquiry to develop students’ reading, reasoning, and writing in the disciplines

Sandra Egege, Karen Vered

Research output: Contribution to journalArticlepeer-review

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Abstract

It is commonly accepted in the academy that developing a critical thinking capacity and related capabilities will make students more effective thinkers and writers, and that these are desirable traits for graduates to have no matter what path they take after graduation. While most academics agree that critical thinking is an essential component of university education, they are less clear about what constitutes critical thinking and how it is, or can be, incorporated within their own teaching and assessment practices without displacing disciplinary content (Moore, 2011). This article discusses how the Shared Inquiry (SI) discussion method can be deployed to teach disciplinary content and critical thinking simultaneously. Qualitative evidence from the method’s application in a Screen & Media Studies subject taught at Flinders University, South Australia, is presented to demonstrate the benefits of SI in developing critical thinking among undergraduate student cohorts.
Original languageEnglish
Pages (from-to)66-79
Number of pages14
JournalAcross the Disciplines: interdisciplinary perspectives on language, learning and academic writing
Volume16
Issue number3
Publication statusPublished - 5 Oct 2019

Bibliographical note

Across the Disciplines is an open-access, peer-review scholarly journal published on the WAC Clearinghouse and supported by Colorado State University and Georgia Southern University. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs) ISSN 1554-8244. Copyright © 1997-2019 The WAC Clearinghouse and/or the site’s authors, developers, and contributors. Some material is used with permission.

Keywords

  • critical thinking
  • university education
  • interdisciplinary curriculum design

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