An investigation into the development and transferability of critical thinking skills in students studying Outdoor related degrees

Abstract

Critical thinking is an integral part of undergraduate programmes; however, it is not always an easy pathway when it comes to applying it to academic work. This piece of research has questioned whether a student who engages in academic study may have developed critical thinking elsewhere, and if so, whether it is possible for them to transfer these skills to their academic work. Based within the context of students studying outdoor related degrees, this practitioner research challenges the underlying assumptions associated with this notion. For example, this research has questioned what critical thinking is, whether a student who takes part in outdoor activities has developed critical thinking skills through their practice, and if so, how a lecturer can help them to develop these skills and consider transferring them to their academic work.
The research took a pragmatist approach, where “pragmatism is seen as the function of reflective thought and relationships to guide action”, selecting tools when each research problem/question was determined and closing with a practical and useable solution (McCaslin, 2008, p. 674). There were four distinct phases, with each phase informing the next. Data was collected using a structured analysis of the literature to define critical thinking, questionnaires, interviews, focus groups, and email consultation. Participants in this research included students studying undergraduate and postgraduate outdoor related degrees, technical experts from the outdoor industry, and critical friends.
Through exploring the literature and perceptions of the participants, central to this research has been defining and communicating critical thinking. In addition, the findings of this research suggest that an outdoor practitioner could have developed critical thinking skills through their practice, and that these skills share many of the characteristics of critical thinking as described in academic literature. This research has also found that facilitation plays an important role in critical thinking development, in both contexts, and that an individualised approach is needed to balance the level of facilitator input with student independence. As a professional doctorate, which is directly related to practice in education, the thesis offers approaches to teaching to aid the development of critical thinking, and a conceptual model of critical thinking as a means to communicating and building confidence around the subject.