Ph.D.

Studies proposal
Msc. Luis Santos

Topic:
Relationship between Critical thinking and metacognitive learning in the learning process.
Relevance and justification
This Project will benefit the existing research community, especially in the area of the
Learning Sciences, due to its contribution to the reflection in this field and to the enrichment of the
educative practice through the particular findings that it pursues.
The execution of this project would contribute to solve problems related to difficulties for
acquiring effectively learning from the side of students, especially those detected with needs in this
aspect. It will also contribute to teachers to orientate the process for fostering students
independent learning through proved educative practices based on Critical thinking and
Metacognitive learning.
Brief description of the background of the subject
Metacognitive strategies and Critical Thinking are inherently linked. It is seen in several
assertions: Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the
highest level of quality in a fair-minded way 1, critical thinking encompasses the usage of metacognitive processes2. Meta-cognition is considered a reflective activity involving awareness and
control about the global development of learning process. It requires permanent planning,
assessment, and evaluation of the thinking processes3. Many authors agree meta-cognitive
strategies include perception, critique, judgment, and decision making4 which, in this sense establish
a strong relationship with Critical Thinking.
Critical-thinking skills are crucial for academic and professional success, as well as for
students in their first college year and for seniors. A growing number of scholars claim students do
not develop in college the necessary critical thinking, reasoning, and writing skills they will need in
the world of work 4.
There are critical thinking-related tasks that foster the students awareness toward their
metacognitive process 5. Students improve their critical thinking skills, with or without the
intervention 6. However, a study shows that students perception of organized instruction are
positively associated with gains in critical thinking7. There are pedagogical practices that could
effectively develop student critical thinking knowledge, skills, and dispositions across the academic
disciplines8.
Since, Metacognitive strategies (MTS) are understood as management steps or operations
by which learners control and manage their learning or problem-solving process via planning,
monitoring, evaluating, and modifying their learning approaches (Rubin: 1987)9, Critical thinking
skills plays an important role in this concept, and leads us to the reflection upon the
interdependence of both concepts.
Objectives

Describe the relationship between metacognitive strategies and Critical thinking.

Prove strategies for fostering Metacognitive learning and Critical thinking.

Methodology:

Measuring of the level of critical thinking skills and usage of metacognitive strategies in a group
of students.
Observation of the critical thinking performance on students who show strong metacognitive
strategies usage.
Observation of the usage of the Metacognitive strategies on students after being experienced
to Critical thinking related instruction.

Methods and technics:

Interviews
Application of assessment instruments
Systematic observation
Intervention by instruction on related topics

Bibliography:

1. Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools,
Foundation for Critical Thinking Press, 2008
2. Smith (1990). What is critical thinking. In http:mcckc.edu/longuiew/ctac/definitions.htm.
3. Mayor, J. (1993). Estrategias meta-cognitivas: Aprender a aprender y aprender a pensar,
Madrid: Sintesis.
4. Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F. (2015).
Foundations for Critical Thinking
5. Martinez, F., Yolima, A., Nio, J., Kim, P.; (2013). Implementing tasks that stimulate critical
thinking in EFL classrooms. Cuadernos de Lingstica Hispnica,Enero-Junio, 143-158.
6. Larry W. Howard, Thomas Li-Ping Tang, M. Jill Austin (2015). Teaching Critical Thinking Skills:
Ability, Motivation, Intervention, and the Pygmalion Effect. Volume 128, Journal of
Business Ethics
7. Chad N. Loes, Mark H. Salisbury, Ernest T. Pascarella (2015). Student perceptions of effective
instruction and the development of critical thinking: a replication and extension. Volume
69. Journal Higher education.
8. Karbalaei, A; (2012). Critical Thinking and Academic Archievement. kala, revista de lenguaje y
cultura, 17() 121-128. Recuperado de
http://www.redalyc.org/articulo.oa?id=255024132001
9. Diaz, Itala; (2015). Training in Metacognitive Strategies for Students Vocabulary Improvement
by Using Learning Journals. Profile Issues in Teachers' Professional Development, EneroJunio, 87-102.