G 3.2
Session: G
Parallel Session: 3.2
Research Domain: Learning and Teaching in Post-Compulsory and Higher Education
Mike McBeth, Kay Wood
Bath Spa University, Bath, United Kingdom
Developing critical thinking skills in first year Sociology through blended learning
with the active participation of undergraduate students
This action research in sociology analysed critical thinking and its importance in teaching and
learning for first year undergraduates, while addressing the curriculum in response to this and
changing learning and teaching methods. The process involved extensive student input at each
stage, not simply as passive evaluators, but as proactive members of a team. An introductory
module for over 100 students was developed with the aim of developing skills to engage
meaningfully with the discipline in particular and HE in general. The work has challenged traditional
notions of the role of the lecture, the seminar and VLE resources. The new module ran for the first
time in 2006-07 and has been evaluated by both staff and students. The findings have implications
beyond sociology and will interest academics in related subjects.
A remarkable aspect of the project has been the journey it has taken staff and students. Beginning
with the challenge of developing better thinking skills, the answer seemed obvious: identify and
embed key thinking skills and let the students practice till they get them right. However, further
knowledge and reflection revealed that criticality in education operates at a level beyond skills
practice. Focusing on the curriculum led to asking about how students could be helped to
understand the structure of the discipline. The roots of critical thinking lie in asking questions and
once this began then the pedagogy itself came under the spotlight. New questions emerged: how
could teaching be structured so that more questions were asked? Could lecturers learn to let go of
the content of their subject, tell students less and ask more? A preoccupation with curriculum
content became a concern about teaching and learning strategies.
The resulting curriculum also attempted to start at where the students are, in Wright Mills words
‘An educator must begin with what interests the individual most deeply, even if it seems altogether
trivial and cheap’, (1967: 187). ‘Who am I?’ was the opening question, with discussions about how
identity is affected by the social. The module moved on to consider social institutions and the
implications of living in a Western capitalist democracy in a globalized world. All sessions included
historical and cross-cultural examples, while questions of power and social change permeated the
course. The end of the module involved projects that utilised skills gained and asked the students
to act as sociologists.
Students reviewed undergraduate textbooks and made recommendations; they also evaluated key
readings and rated these for comprehension and contribution to critical thinking skills. All students
on the module took a critical thinking test at the beginning, which was repeated at the end and the
results compared. There was clear evidence that the students felt their thinking skills had
improved. Four students developed research questions and were trained to manage focus groups
which were they ran in the following semester.
The research suggests that critical thinking can be improve, but this requires curricula
improvements, changing pedagogy and teaching specific skills.
Wright Mills, C (1967) The Sociological Imagination Oxford: Oxford University Press.