- Date(s)
- April 24, 2026
- Location
- QBS Conference Hub, Seminar Room 01.012
- Time
- 11:00 - 12:30
QUEEN’S BUSINESS SCHOOL ACCOUNTING SEMINAR SERIES
Friday 24th April
11am
“Can we support critical thinking when solving computational problems? An inner feedback and self-regulation”
University of Glasgow
Abstract
Fostering critical thinking is challenging in a quantitative context. When learning to solve computational problems, students typically practise problem solving and then receive teacher-provided feedback, usually through worked examples. This can limit learning and may foster dependence on teachers. Using an inner feedback and self-regulation framework, this study investigates an alternative approach in which students generate their own feedback by comparing their problem solution against different types of information. The hypothesis is that different types of information will lead to different forms of self-generated feedback, with implications for the development of critical thinking. Students were asked to solve a problem and then complete a series of scaffolded comparisons, comparing their solution against: 1) a worked solution, 2) an expert video explanation, 3) theoretical concepts underpinning the answer, 4) a worked solution based on different underlying assumptions, 5) peer discussion and 6) an extract from the Ethical Code for Accountants. After each comparison students produced self-feedback. These outputs were coded against the Structure of Observed Learning Outcomes (SOLO) Taxonomy to measure learning quality and evaluate the extent to which each comparison promotes critical thinking. Results show comparison against the worked solution resulted in the lowest levels of critical thinking whereas comparisons against conceptual underpinnings and the assumption modified worked solution promoted higher levels, although outcomes varied by students’ ability level. The implications are that different scaffolded comparisons lead to different levels of learning. With careful design educators can scaffold a series of mindful comparisons that foster critical thinking when solving numerical problems.
QBS Conference Hub, Seminar Room 01.012
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