ORCID Identifiers
Document Type
Article
Source of Publication
College Teaching
Publication Date
1-1-2021
Abstract
A key purpose of higher education seminars is to support higher-order thinking, yet empirical evidence of how this is evidenced and scaffolded in higher education remains scarce. Building on previous work on identifying rhetorical and linguistic devices for argumentation, we found that higher-order thinking can be evidenced through using metaphors, linking ideas to personal experiences and emotional connections. Findings also suggest that the types of tutor questioning can support (or not) how students evidence their claims and demonstrate higher-order thinking. We conclude with recommendations for practice including greater teacher and student metacognitive awareness of the features of quality seminar discourse.
DOI Link
ISSN
Publisher
Informa UK Limited
Disciplines
Education
Keywords
Argumentation justification, higher-order thinking, linguistic devices, questions, rhetorical devices
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Heron, Marion and Palfreyman, David M., "Exploring Higher-Order Thinking in Higher Education Seminar Talk" (2021). All Works. 4743.
https://zuscholars.zu.ac.ae/works/4743
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Hybrid: This publication is openly available in a subscription-based journal/series