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Higher Education (2007) 54:361-383 DOI 10.1007/sl0734-006-9002-z
theWatson EL HASSAN
Glaser Critical Thinking Appraisal & GHIDA MADHUM
& Assessment Beirut 1107 2020, (OIR?), Lebanon American University of Beirut,
of Institutional Box st., P.O.
(WGCTA) evidence structure different
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the test's factor through identifying to differences in scores by gender, tests. Evidence of ANOVA for the test's Moreover, students in five courses
and reliability that emphasize
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were tested the WGCTA. pre-post using thinking a unidimensional while factor results showed the WGCTA between students the senior males and females stream. or between
Exploratory no significant students at results
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Furthermore, streams. of scores
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significant changes for nursing students. except measures evidence provided discussed effective in terms instructional were of
in the mean The of test's its
Finally, who students correlations divergent and thinking.
validities. the effects
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and convergent of the construct of critical
Researchers today's schooling.
and workers school The graduate basic skills
in the field who and has
are being questioned graduate curriculum influenced strongly to Shepard 1994). According understanding, of transfer, aptitude culturally Today's critical thinking, developed. student and robust
gone that are possessed competencies by this new revised vision of the in light of the by cognitive psychology graduate includes metacognition, that are socially and (Frederiksen have should
the profile investigating at least 12 years through
today's (2000), that thought intelligent and intellectual abilities be an
skilled learner who uses independent, own learning in a student-centered his/her
362 system. learners This with
KARMA EL HASSAN AND GHIDA MADHUM should transform transferable education's skills role so that them it empowers to face any
lasting, allowing under any circumstances 1994). One of Educa? problem (Frederiksen to develop can tion's becomes critical thinkers who important goals use of knowledge solve problems, and...