Critical thinking among environmental health undergraduates and implications for the profession.
* The critical-thinking-disposition scores were comparable to those of other undergraduates throughout the United States and Canada.
* Nevertheless, the shortcomings have significant implications for environmental health academic programs and the profession.
* The challenges faced by the profession in terms of recognition, funding, and public support require a high level of critical thinking.
* A critical thinker is able to "assess the credibility of a source of information," according to one theorist of critical thinking.
* A critical thinker also is able to "recognize a problem and describe it without bias."
* Critical thinkers take both a broader and a deeper view of any problem or condition.
* As a result, they can anticipate "the implications of a position someone is advocating."
* Most importantly, critical thinkers are aware of their own thinking and seek to improve it.
* They understand their biases and limitations and constantly monitor their thinking to minimize errors.
* Results of this study indicated that college experience (total credit hours) appears to be an influential factor in improving critical-thinking dispositions.
* In addition, critical-thinking dispositions did not appear to be strongly related to any measure of academic performance in this study.
* This result suggests that even average students can develop strong critical-thinking dispositions.
This department, Practical Stuff! originated from you, our readers. Many of you have expressed to us that one of the main reasons you read the Journal of Environmental Health is to glean practical and useful information for your everyday work-related activities. In response to your feedback, we dedicate this section to you with salient points to remember about two to three articles in each issue.
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|Title Annotation:||Practical Stuff!|
|Publication:||Journal of Environmental Health|
|Article Type:||Brief Article|
|Date:||Oct 1, 2004|
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