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| Espey, Molly. |
| While critical thinking may be difficult to define, development of critical thinking skills is a principle goal of education, particularly higher education. It is vital that college graduates can question assumptions, synthesize information, evaluate evidence, draw inferences, and make reasoned arguments. Critical thinking skills do not improve without practice; effective teaching methods engage students with course material and each other, challenging them to think through issues and problems relevant to the real world. Engagement or problem solving alone, however, does not guarantee improved critical thinking. This study evaluates the impact of one alternative teaching method, team-based learning, on students’ perceptions of the development of... |
| Tipo: Presentation |
Palavras-chave: Economic Education; Economics; Education; Pedagogical; Pedagogy; Teaching; Teaching of Economics; Teaching/Communication/Extension/Profession; A200; A220. |
| Ano: 2012 |
URL: http://purl.umn.edu/123521 |
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| Ban, Natalie C.; School of Environmental Studies, University of Victoria; nban@uvic.ca; Boyd, Emily; School of Archaeology, Geography and Environmental Sciences, University of Reading; Stockholm Resilience Centre, Stockholm University.; emily.boyd@reading.ac.uk; Cox, Michael; Environmental Studies Program, Dartmouth College; michael.e.cox@dartmouth.edu; Meek, Chanda L.; Department of Political Science, University of Alaska Fairbanks; clmeek@alaska.edu; Schoon, Michael; School of Sustainability, Arizona State University; michael.schoon@asu.edu; Villamayor-Tomas, Sergio; Division of Resource Economics, Humboldt University; villamayortomas@gmail.com. |
| There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and... |
| Tipo: Peer-Reviewed Insight |
Palavras-chave: Complex systems; Interdisciplinarity; Pedagogy; Problem-based learning; Project-based learning; Social-ecological resilience; Social-ecological systems; Teaching. |
| Ano: 2015 |
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