TY - JOUR
T1 - To Clarity and Beyond
T2 - Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts
AU - List, Alexandra
AU - Sun, Yuting
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/6
Y1 - 2023/6
N2 - For this systematic review, learning from multiple texts served as the specific context for investigating the constructs of higher-order (HOT), critical (CT), and critical-analytic (CAT) thinking. Examining the manifestations of HOT, CT, and CAT within the specific context of learning from multiple texts allowed us to clarify and disentangle these valued modes of thought. We begin by identifying the mental activities underlying the processes and outcomes of learning from multiple texts. We then juxtapose these mental activities with definitions of HOT, CT, and CAT drawn from the literature. Through this juxtaposition, we define HOT as multi-componential, including evaluation; CT as requiring both evaluation and its justification or substantiation; and CAT as considering the extent to which evaluation and justification may be consistently and systematically applied. We further generate a number of insights, described in the final section of this article. These include the frequent manifestations of HOT, CT, and CAT within the context of students learning from multiple texts and the co-occurring demand for these valued modes of thinking. We propose an additional mode of valued thought, that we refer to as devising, when learners synthetically and systematically use knowledge and strategies gained within one multiple text learning situation to produce an original product or solution in another novel learning situation. We consider such devising to demand HOT, CT, and CAT.
AB - For this systematic review, learning from multiple texts served as the specific context for investigating the constructs of higher-order (HOT), critical (CT), and critical-analytic (CAT) thinking. Examining the manifestations of HOT, CT, and CAT within the specific context of learning from multiple texts allowed us to clarify and disentangle these valued modes of thought. We begin by identifying the mental activities underlying the processes and outcomes of learning from multiple texts. We then juxtapose these mental activities with definitions of HOT, CT, and CAT drawn from the literature. Through this juxtaposition, we define HOT as multi-componential, including evaluation; CT as requiring both evaluation and its justification or substantiation; and CAT as considering the extent to which evaluation and justification may be consistently and systematically applied. We further generate a number of insights, described in the final section of this article. These include the frequent manifestations of HOT, CT, and CAT within the context of students learning from multiple texts and the co-occurring demand for these valued modes of thinking. We propose an additional mode of valued thought, that we refer to as devising, when learners synthetically and systematically use knowledge and strategies gained within one multiple text learning situation to produce an original product or solution in another novel learning situation. We consider such devising to demand HOT, CT, and CAT.
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U2 - 10.1007/s10648-023-09756-y
DO - 10.1007/s10648-023-09756-y
M3 - Review article
AN - SCOPUS:85150932623
SN - 1040-726X
VL - 35
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 2
M1 - 40
ER -