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Bernal, M. E., Gómez, M., & Iodice, R. (2018). Conceptual interaction between critical thinking and metacognition. Latinoamericana De Estudios Educativos, 15(1), 193–217. https://doi.org/10.17151/rlee.2019.15.1.11
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Rosario Iodice
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Abstract
The text presents a scheme of critical thinking (CT) and metacognition (MC). It starts by sketching concepts of these two aspects and the lack of clarity that exists when developing them. The purpose of this document is to contribute to clarify the conceptual interaction of CT and MC through a bibliographic review of scientific articles. To this end, the framework for the development of metacognitive skills (MS) and the integrated model of critical thinking were studied. The authors concluded that CT is a metacognitive process that facilitates the individual's interpretation of cognitive information and that the adequate development of CT requires MS
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References
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Bassett, M. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19 (1), 20-40. Recuperado de http://doi.org/10.1111/teth.12318
Bensley, D., and Spero, R. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. http://doi.org/10.1016/j.tsc.2014.02.001
Bensley, D., Rainey, C., Murtagh, M., Flinn, J., Maschiocchi, C., Bernhardt, P.C., and Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168. Recuperado de http://doi.org/10.1016/j.tsc.2016.06.006
Broadbent, J., and Poon, W. (2015). Internet and Higher Education Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from http://doi.org/10.1016/j.iheduc.2015.04.007
Brown, W.J. (2016). State-of-the-Art and Future Directions of Smart Learning, 1–12. Retrieved from http://doi.org/10.1007/978-981-287-868-7
Dwyer, C., Hogan, M., and Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. Retrieved from http://doi.org/10.1016/j.tsc.2013.12.004
Dwyer, C., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. Retrieved from http://doi.org/10.1016/j.tsc.2014.12.002
Ellerton, P. (2015). Metacognition and Critical Thinking: Some Pedagogical Imperatives. In M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 409-425). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
English, A. (2017). Metacognition and errors in judgment related. In Foundations of Homeland Security: Law and Policy (pp. 15-27).
Ennis, R. (2015). Critical thinking: a streamlined conception. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 31-48). New York: Palgrave Macmillan. http://doi.org/10.1007/978-1-137-37805-7
Facione, P. (2013). Critical Thinking: What It Is and Why It Counts, California, Estados Unidos de America: Insight Assessment. ISBN 13: 978-1-891557-07-1.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34 (10), 906-911. Retrieved from http://doi.org/10.1037/0003-066x.34.10.906
Gholami, M., Kordestani, P., and Mohammadipoor, F. (2016). Nurse Education Today Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. Recuperado de http://doi.org/10.1016/j.nedt.2016.06.007
Hogan, M., Dwyer, C., Harney, O., Noone, C., and Conway, R. (2015). Metacognitive Skill Development and Applied Systems Science: A Framework of Metacognitive Skills, Self-regulatory Functions and Real-World Applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Artit (pp. 75-105). Méxio: Springer Cham Heidelberg New York Dordrecht London. http://doi.org/10.1007/978-3-319-11062-2
Howe, L., and Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30 (3), 139-152. Retrieved from http://doi.org/10.1080/08893675.2017.1328830
Huang, G.C., Lindell, D., Jaffe, L.E., and Sullivan, A.M. (2016). critical thinking A multi-site study of strategies to teach critical thinking: “why do you think that?” Medical Education, 50 (2), 236-249. Retrieved from http://doi.org/10.1111/medu.12937
Johnson, R.H., and Hamby, B. (2015). A Meta-Level Approach to the Problem of Defining “Critical Thinking.” Argumentation, 29 (4), 417-430. Retrieved from http://doi.org/10.1007/s10503-015-9356-4
Kruglanski, A.W., and Gigerenzer, G. (2011). Intuitive and Deliberate Judgments Are Based on Common Principles. Theoretical Note, 118 (1), 97-109. Retrieved from http://doi.org/10.1037/a0020762
Ku, K., and Ho, I. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, (5), 251-267. Retrieved from http://doi.org/10.1007/s11409-010-9060-6
Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28 (2), 16-46. Retrieved from http://doi.org/10.3102/0013189X028002016
Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge Between. Theory into Practice, 43 (4), 268-274. Retrieved from http://doi.org/10.1207/s15430421tip4304
Laur, J. (2015). Metacognitive Education: Going beyond Critical Thinking. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 373-390). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
Lawson, T., Jordan-Fleming, M., and Bodle, J. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42 (3), 248-253. Retrieved from http://doi.org/10.1177/0098628315587624
Lozano, A. (2016). Metacognición y pensamiento crítico en estudiantes de Lenguas, Literatura y Comunicación de la Universidad Nacional del Centro del Perú. Horizonte de La Ciencia, 6 (11), 179-189.
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5 (2), 137-156. Retrieved from http://doi.org/10.1007/s11409-010-9054-4
Malafaia, C., Teixeira, P.M., Neves, T., and Menezes, I. (2016). Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School. Frontiers in Psychology, 7 (April), 1-11. Retrieved from http://doi.org/10.3389/fpsyg.2016.00575
Maynes, H. (2017). Steering into the Skid: on the Norms of Critical Thinking. Informal Logic, 37 (2), 114-128. Retrieved from http://doi.org/http://dx.doi.org/10.22329/il.v37i2.4818
Medina, M.S., Castleberry, A.N., and Persky, A.M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81 (4). Retrieved from Retrieved from http://doi.org/10.5688/ajpe81478
Mercier, H., and Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-111. https://doi.org/10.1017/S0140525X10000968
Moore, T. (2015). Knowledge, disciplinarity and the teaching of critical thinking. In R. Wegerif, L.L. Kaufman, & J.C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 243-253). New York.
Morales, L.C. (2014). El pensamiento crítico en la teoría educativa contemporánea. Actualidades Investigativas en Educación, 14 (2), 1-23.
Noreña, D. y Maestú, F. (2011). Neuropsicología de la memoria. In Manual de Neuropsicología (pp. 189-218). Barcelona: Viguera Editoriales.
Oliver, M., Venville, G., and Oliver, M. (2016). Bringing CASE in from the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47 (1), 49-66. http://doi.org/10.1007/s11165-015-9489-3
Parrott, J., and Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews, (4), 1-8. http://doi.org/10.1186/s13643-015-0101-8
Peña-Ayala, A., and Cárdenas, L. (2015). A Conceptual Model of the Metacognitive Activity. In A. Peña - Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Art (vol 76., pp. 39-74). Springer Cham Heidelberg New York Dordrecht London. Retrieved from http://doi.org/10.1007/978-3-319-11062-2
Repo, S., and Hyytinen, H. (2017). Prior education of Open University students contributes to their capability of critical thinking. Journal of Adult and Continuing Education, 23 (1), 61-77. Retrieved from http://doi.org/10.1177/1477971417693416
Rhee, C., and Sternberg, R. (2015). Learning Critical Thinking. In Handbook on learning and instruction (pp. 166-196).
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53–72
Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education (vol 40, pp. 57-77). Springer Dordrecht Heidelberg London New York. Retrieved from http://doi.org/10.1007/978-94-007-2132-6
Tamayo, O. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. Ted, (36), 25-46.
Thagard, P. (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic, 31 (3), 152–170.
Tirapu-Ustárroz, J. y Luna-Lario, P. (2011). Neuropsicología de las funciones ejecutivas. In Manual de Neuropsicología (pp. 219-260). Barcelona: Viguera Editoriales.
Veenman, M. (2015). Thinking about metacognition improves thinking. In The Routledge international handbook of research on teaching thinking (Primer edi, pp. 280-288). Taylor & Francis.
Albano, G., Capuano, N., and Pierri, A. (2017). Adaptive peer grading and formative assessment. Journal of E-Learning and Knowledge Society, 13 (1), 147-161.
Bassett, M. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19 (1), 20-40. Recuperado de http://doi.org/10.1111/teth.12318
Bensley, D., and Spero, R. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. http://doi.org/10.1016/j.tsc.2014.02.001
Bensley, D., Rainey, C., Murtagh, M., Flinn, J., Maschiocchi, C., Bernhardt, P.C., and Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168. Recuperado de http://doi.org/10.1016/j.tsc.2016.06.006
Broadbent, J., and Poon, W. (2015). Internet and Higher Education Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from http://doi.org/10.1016/j.iheduc.2015.04.007
Brown, W.J. (2016). State-of-the-Art and Future Directions of Smart Learning, 1–12. Retrieved from http://doi.org/10.1007/978-981-287-868-7
Dwyer, C., Hogan, M., and Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. Retrieved from http://doi.org/10.1016/j.tsc.2013.12.004
Dwyer, C., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. Retrieved from http://doi.org/10.1016/j.tsc.2014.12.002
Ellerton, P. (2015). Metacognition and Critical Thinking: Some Pedagogical Imperatives. In M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 409-425). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
English, A. (2017). Metacognition and errors in judgment related. In Foundations of Homeland Security: Law and Policy (pp. 15-27).
Ennis, R. (2015). Critical thinking: a streamlined conception. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 31-48). New York: Palgrave Macmillan. http://doi.org/10.1007/978-1-137-37805-7
Facione, P. (2013). Critical Thinking: What It Is and Why It Counts, California, Estados Unidos de America: Insight Assessment. ISBN 13: 978-1-891557-07-1.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34 (10), 906-911. Retrieved from http://doi.org/10.1037/0003-066x.34.10.906
Gholami, M., Kordestani, P., and Mohammadipoor, F. (2016). Nurse Education Today Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. Recuperado de http://doi.org/10.1016/j.nedt.2016.06.007
Hogan, M., Dwyer, C., Harney, O., Noone, C., and Conway, R. (2015). Metacognitive Skill Development and Applied Systems Science: A Framework of Metacognitive Skills, Self-regulatory Functions and Real-World Applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Artit (pp. 75-105). Méxio: Springer Cham Heidelberg New York Dordrecht London. http://doi.org/10.1007/978-3-319-11062-2
Howe, L., and Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30 (3), 139-152. Retrieved from http://doi.org/10.1080/08893675.2017.1328830
Huang, G.C., Lindell, D., Jaffe, L.E., and Sullivan, A.M. (2016). critical thinking A multi-site study of strategies to teach critical thinking: “why do you think that?” Medical Education, 50 (2), 236-249. Retrieved from http://doi.org/10.1111/medu.12937
Johnson, R.H., and Hamby, B. (2015). A Meta-Level Approach to the Problem of Defining “Critical Thinking.” Argumentation, 29 (4), 417-430. Retrieved from http://doi.org/10.1007/s10503-015-9356-4
Kruglanski, A.W., and Gigerenzer, G. (2011). Intuitive and Deliberate Judgments Are Based on Common Principles. Theoretical Note, 118 (1), 97-109. Retrieved from http://doi.org/10.1037/a0020762
Ku, K., and Ho, I. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, (5), 251-267. Retrieved from http://doi.org/10.1007/s11409-010-9060-6
Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28 (2), 16-46. Retrieved from http://doi.org/10.3102/0013189X028002016
Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge Between. Theory into Practice, 43 (4), 268-274. Retrieved from http://doi.org/10.1207/s15430421tip4304
Laur, J. (2015). Metacognitive Education: Going beyond Critical Thinking. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 373-390). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
Lawson, T., Jordan-Fleming, M., and Bodle, J. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42 (3), 248-253. Retrieved from http://doi.org/10.1177/0098628315587624
Lozano, A. (2016). Metacognición y pensamiento crítico en estudiantes de Lenguas, Literatura y Comunicación de la Universidad Nacional del Centro del Perú. Horizonte de La Ciencia, 6 (11), 179-189.
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5 (2), 137-156. Retrieved from http://doi.org/10.1007/s11409-010-9054-4
Malafaia, C., Teixeira, P.M., Neves, T., and Menezes, I. (2016). Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School. Frontiers in Psychology, 7 (April), 1-11. Retrieved from http://doi.org/10.3389/fpsyg.2016.00575
Maynes, H. (2017). Steering into the Skid: on the Norms of Critical Thinking. Informal Logic, 37 (2), 114-128. Retrieved from http://doi.org/http://dx.doi.org/10.22329/il.v37i2.4818
Medina, M.S., Castleberry, A.N., and Persky, A.M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81 (4). Retrieved from Retrieved from http://doi.org/10.5688/ajpe81478
Mercier, H., and Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-111. https://doi.org/10.1017/S0140525X10000968
Moore, T. (2015). Knowledge, disciplinarity and the teaching of critical thinking. In R. Wegerif, L.L. Kaufman, & J.C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 243-253). New York.
Morales, L.C. (2014). El pensamiento crítico en la teoría educativa contemporánea. Actualidades Investigativas en Educación, 14 (2), 1-23.
Noreña, D. y Maestú, F. (2011). Neuropsicología de la memoria. In Manual de Neuropsicología (pp. 189-218). Barcelona: Viguera Editoriales.
Oliver, M., Venville, G., and Oliver, M. (2016). Bringing CASE in from the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47 (1), 49-66. http://doi.org/10.1007/s11165-015-9489-3
Parrott, J., and Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews, (4), 1-8. http://doi.org/10.1186/s13643-015-0101-8
Peña-Ayala, A., and Cárdenas, L. (2015). A Conceptual Model of the Metacognitive Activity. In A. Peña - Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Art (vol 76., pp. 39-74). Springer Cham Heidelberg New York Dordrecht London. Retrieved from http://doi.org/10.1007/978-3-319-11062-2
Repo, S., and Hyytinen, H. (2017). Prior education of Open University students contributes to their capability of critical thinking. Journal of Adult and Continuing Education, 23 (1), 61-77. Retrieved from http://doi.org/10.1177/1477971417693416
Rhee, C., and Sternberg, R. (2015). Learning Critical Thinking. In Handbook on learning and instruction (pp. 166-196).
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53–72
Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education (vol 40, pp. 57-77). Springer Dordrecht Heidelberg London New York. Retrieved from http://doi.org/10.1007/978-94-007-2132-6
Tamayo, O. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. Ted, (36), 25-46.
Thagard, P. (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic, 31 (3), 152–170.
Tirapu-Ustárroz, J. y Luna-Lario, P. (2011). Neuropsicología de las funciones ejecutivas. In Manual de Neuropsicología (pp. 219-260). Barcelona: Viguera Editoriales.
Veenman, M. (2015). Thinking about metacognition improves thinking. In The Routledge international handbook of research on teaching thinking (Primer edi, pp. 280-288). Taylor & Francis.
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