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COMPARATIVE ANALYSIS OF CRITICAL THINKING SKILLS OF UNIVERSITY STUDENTS IN DIFFERENT YEARS OF STUDY OF TWO COURSES OF STUDY AT THE FACULTY OF EDUCATION IN LJUBLJANA Print E-mail

Tomaž Vec[1], Tanja Rupnik Vec[2]

Abstract

Critical thinking is recognized as one of the key professional competences. In our study, we wanted to  research whether there were differences in critical thinking skills among the students entering the faculty, concerning some of their socioeconomic and educational characteristics, whether there were differences in critical thinking skills among students of two courses of study, as well as differences in critical thinking among the first-year and third-year students of each course of study, because the results could show the effects of courses of study on the ability of the graduates in this respect. Among the most important conclusions of the research we should emphasize that there were significant differences between the scores of the first-year students in relation to completed secondary school, that there were no differences in critical thinking among the first-year students of two courses of study,  that these differences  in the third-year students were significant, and that the first-year and third-year students of two courses of study  practically showed  no progress in critical thinking skills (except in one sub-test). Final conclusion would be that it would be necessary to introduce in study more specific content and different teaching styles, which would encourage critical thinking skills among students.

Keywords: critical thinking, skills, evaluation, study progress

Cite this article:
Vec Tomaž, Rupnik Vec Tanja. COMPARATIVE ANALYSIS OF CRITICAL THINKING SKILLS OF UNIVERSITY STUDENTS IN DIFFERENT YEARS OF STUDY OF TWO COURSES OF STUDY AT THE FACULTY OF EDUCATION IN LJUBLJANA 25. Innovative Issues and Approaches in Social Sciences, vol.12, no.1:26-49, DOI:http://dx.doi.org/10.12959/issn.1855-0541.IIASS-2019-no1-art2

Digital Object Identifier(DOI): http://dx.doi.org/10.12959/issn.1855-0541.IIASS-2019-no1-art2

View full text in pdf: http://www.iiass.com/pdf/IIASS-2019-no1-art2.pdf


[1] Tomaž Vec, PhD, psych.couns. is an Assistant Professor at the Uiversity of Ljubljana, the Faculty of Education Contact email address: tomaz.vec (at) pef.uni-lj.si

[2] Tanja Rupnik Vec, PhD, spec. sup., is Head of Center for Quality and Research at the National Education Institute Slovenia. Contact email address: tanja.r.vec (at) gmail.com

 

 
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