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RESEARCH PRODUCT

University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences

Marttunen MiikaJukka UtriainenPäivi TynjäläEeva Kallio

subject

MatriculationHigher educationmedia_common.quotation_subject050109 social psychologyAcademic achievementThinking skillsEducationArgumentation theoryargumentationComputingMilieux_COMPUTERSANDEDUCATIONMathematics educationta516entrance examination0501 psychology and cognitive sciencesQuality (business)critical thinkingmedia_commonComputingMilieux_THECOMPUTINGPROFESSIONbusiness.industry05 social sciences050301 educationkriittinen ajatteluacademic achievementCritical thinkingCritical thinking skillshigher educationargumentointiPsychologybusiness0503 education

description

This study investigates the quality of the critical thinking skills of applicants (n = 77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant’s age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the applicants’ responses to problem-solving tasks and their matriculation and entrance examination scores. Critical thinking skills were measured with comparison and argumentation tasks. The results indicate that comparison of the texts and analysis of the arguments they contained were more difficult tasks than putting forward arguments both for and against of one’s personal standpoint. In addition, previous experience of higher education predicted participants’ comparison skills and their matriculation examination grades predicted their argumentation skills. The feasibility of using critical comparison tasks in the entrance examination tests is discussed. peerReviewed

yearjournalcountryeditionlanguage
2016-05-23Scandinavian Journal of Educational Research
https://doi.org/10.1080/00313831.2016.1173092