Fostering critical thinking through peer review between cooperative learning groups

Silva, Helena; Lopes, José; Dominguez, Caroline; Payan-Carreira, Rita; Morais, Eva; Nascimento, Maria Manuel

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dc.creator	Silva, Helena
dc.creator	Lopes, José
dc.creator	Dominguez, Caroline
dc.creator	Payan-Carreira, Rita
dc.creator	Morais, Eva
dc.creator	Nascimento, Maria Manuel
dc.date	2016-07-01
dc.date.accessioned	2022-03-17T17:43:36Z
dc.date.available	2022-03-17T17:43:36Z
dc.identifier	https://revistas.ulusofona.pt/index.php/rleducacao/article/view/5511
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47780
dc.description	Educational policies keep stressing the importance of critical thinking skills for promotion of academic success in Higher Education, to facilitate transition into the labour market and to foster livelong learning. Curricula in Higher Education Institutions gradually meet this necessity, integrating strategies foreseeing the development of critical thought in students. However, at this level, we still commonly found teaching and learning strategies emphasizing a more or less passive knowledge transfer, focusing on the student’s ability to memorize in- formation. Peer review and feedback, allied to cooperative work, are important components of active learning and development of critical thinking skills pro- cess. It is therefore important to understand the role and influence of feedback provision in peer review activities between cooperative groups. This study analyses the perceptions and attitudes of 27 students in two Masters Courses on the feedback given in peer review activities (between groups), based on their responses to a survey. Results showed, among other aspects, that collaborative work and feedback exchange between groups fostered the contact with different perspectives towards the same situation, and that its critical analysis allowed the students to enhance different skills, the most referred one being the critical thinking. Keywords: critical thinking; cooperative learning; peer review.	pt-PT
dc.format	application/pdf
dc.language	por
dc.publisher	Edições Universitárias Lusófonas	pt-PT
dc.relation	https://revistas.ulusofona.pt/index.php/rleducacao/article/view/5511/3460
dc.source	Revista Lusófona de Educação; v. 32 n. 32 (2016): Revista Lusófona de Educação	pt-PT
dc.source	1646-401X
dc.source	1645-7250
dc.title	Fostering critical thinking through peer review between cooperative learning groups	pt-PT
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion