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DEVELOPMENT OF CRITICAL THINKING SKILLS THROUGH DISTANCE LEARNING IN DEVELOPING COUNTRIES  [cached]
Neltjie Van Wyk
Health SA Gesondheid , 2011, DOI: 10.4102/hsag.v7i2.642
Abstract: Interpersonal contact between the lecturers and students improves the development of critical thinking skills, The process is hampered by the geographical distance between the lecturers and the students in the case of distance education and learning, In many cases distance learning is, however, the only option. The distance can successfully be overcome through careful planning of contact opportunities between the lecturers and students, The development of critical thinking skills through distance education and learning is thus possible through the commitment of both the lecturers and the students.
The Development of Dialectical Thinking As An Approach to Integration  [cached]
Michael Basseches
Integral Review , 2005,
Abstract: This article offers a description of dialectical thinking as a psychological phenomenon that reflects adult intellectual development. While relating this psychological phenomenon to the various dialectical philosophical perspectives from which the description is derived, the article conceptualizes dialectical thinking as a form of organization of thought, various aspects of which can be identified in individual adults' approaches to conceptualizing a range of problems, rather than as one particular stream of intellectual history. The article provides a range of examples of dialectical analyses, contrasting them with more formalistic analyses, in order to convey the power, adequacy, and significance of dialectical thinking for the sorts of challenges that this journal embraces. It suggests that events in all areas of life demand recognition of the limitations of closed-system approaches to analysis. Approaches based instead on the organizing principle of dialectic integrate dimensions of contradiction, change and system-transformation over time in a way that supports people's adaptation when structures under girding their sense of self/world coherence are challenged. Higher education and psychotherapy are considered as examples of potential contexts for adult intellectual development, and the conditions that foster such development in these contexts are discussed. The article as a whole makes the case for consciously attempting to foster such development in all our work as an approach to integration.
Teacher Opinions Concerning Development of Critical Thinking Skills by the Primary Curriculum  [PDF]
?brahim Ya?ar KAZU,Mustafa ?ENTüRK
International Online Journal of Educational Sciences , 2010,
Abstract: The aim of this descriptive study was to determine at which degree the primary curriculum complies with the aim of developing critical-thinking skills. Study sampling consisted of 402 branch teachers and classroom teachers who served s in 26 public primary schools, located in the centre of Diyarbakir Province and affiliated to the National Education Directorate, in the academic year 2007-2008. A survey prepared by the researcher was applied in the scope of the study so as to reveal teacher opinions on the subject. After receiving expert opinions and making required reliability and validity calculations, finalized questionnaire was administered to the participant teachers. At the end of the data analysis, it was concluded that the primary curriculum was prepared in compliance with the critical-thinking skills. It was recorded that concerned curriculum adopted a student-centered approach in terms of the skills which should be taught to the students. It was determined that teachers did not receive sufficient in-service training to provide students with the critical-thinking skills. It was also found out in the study that schools were not equipped with teaching materials and that there were insufficient numbers of places for students to make applications.
LANGUAGE SKILLS AND THE CRITICAL THINKING D L BECER LER VE ELE T REL Dü üNME  [PDF]
Adnan KARADüZ
Turkish Studies , 2010,
Abstract: Critical thinking is one of the eight basic skills in the primary school curriculum which has been prepared with a constructivist approach. Teaching critical thinking in Turkish language lessons has an importance in reaching curricular aims. Critical thinking has bonds with skills such as creative thinking, communication, research making, problem solving, using ICT, entrepreneurship, and using Turkish appropriatelyCritical thinking is involved with questioning, interpreting and decision making skills in a skeptical approach. It contains sub-skills such as identifying cause and effect relations, catching similarities and differences, making classifications using certain criteria, determining validity of information, making analysis, evaluation, and inferencesTo develop and conserve language skills, teaching critical thinking skills is a very important task. Developing students’ critical thinking skills is essential in order to develop language skills such as listening, speaking, and writing. Curricular aims involved with critical reading, critical listening, and critical writing depend on critical thinking. Instructional methods which foster critical thinking skills should be employed in educational settings to develop basic language skills. Teacher’s role, approach and competency in critical thinking are also essential to create a critical thinking atmosphere.Connecting language skills with general skills is a part of learning philosophy in a constructivist approach. The goal of language teaching, the main mean of thinking that preparing students who can critically think become also one of the main goals of learning. When the expected achievement in language skills occurs in critical thinking, language development could be affected with individuals’ thinking development symmetrically. Critical reading, listening, speaking and creative writing could support development of such foundational skills; students’ creative thinking, communication skills, problem solving, and researching and decision making. For the purpose of what to do and what decision to make, individuals have to be problem solver, conscious to assessment and judgments, and explaining these judgments. The foundation of critical thinking is based on healthy, disciplined, systematic and queried thinking and for the development of critical thinking skills individuals should have enough thinking previously. The development of thinking and learning thinking help individuals to become themselves and structuring their own ideas. When the development in students’ reading skills turn to critical think
The Effects of Creative Thinking Activities on Learners’ Creative Thinking and Project Development Skills
Ser?in KARATA?,Seher ?ZCAN
Journal of Kirsehir Education Faculty , 2010,
Abstract: This research was done on 41 subjects consisted of 6th year students at Mehmet elik Primary School in Bolu, Yeni a a. According to ANCOVA results, pre-test values of the students from different instruction systems compared to the corrected post-test values andcreative thinking average values showed a significant difference in favor of education in which creative course activities were used. In research, two-factored ANNOVA was used for complex measurements for the research question about whether the learners’ cognitiveachievement scores, related to learning environment, change or not, according to groups. According to the findings, cognitive achievement scores showed a significant difference in favor of experimental group.
The Development of Critical Thinking Skills: Undergraduate Sociology Students as Teaching Assistants for Prisoners  [PDF]
Joesph R. Franco, Ph.D.
Analytic Teaching and Philosophical Praxis , 2006,
Abstract: This research is a follow up to an article that I published in the April 2003 (Volume 23, Number 2) edition of Analytic Teaching: The Community of Inquiry Journal entitled "An Integrated Approach to teaching Sociology: Merging Theory and Practice When Studying Women Offenders." It addresses the need to provide experiential learning opportunities for undergraduate students that would result in the enhancement of their critical thinking skills and provide them with a stronger foundation to make informed decisions on complex issues. Specifically, this article focuses on providing my undergraduate students at Pace University with the opportunity to gain formal experience as teaching assistants for college-level Sociology courses that I teach to women at a maximum-security facility in New York. It differs from the first article's illustration of the experiences of students who worked as tutors and mentors and highlights instead the advanced critical thinking skills and analytic outcomes gained by both my undergraduate students and the inmates themselves at the correctional facility as a result if their ongoing interaction. The concepts of Mills, Dewey, and Kolb are applied to the learning experiences and changes in perceptions, particularly in my undergraduate students at Pace, as a result of their role as teaching assistants through weekly and a more than previously structured level of interaction. Specifically, I discuss the accounts of two undergraduate students, one of whom (Marcy) served as a teaching assistant for a Sociobiology course, and the other (Vanessa) for a Topics in Sociology course entitles Women and Work offered at the correctional institution. Finally, I provide a proven methodology for faculty who are interested in incorporating service learning internship opportunities into their liberal arts and/or social sciences courses at correctional institutions. This service learning experience in turn, serves to both provide positive role models for the inmates as well as invaluable insight for the students on the issues that exist within the prison environment.
Critical thinking and accuracy of nurses' diagnoses. Part II: application of cognitive skills and guidelines for self-development
Lunney, Margaret;
Revista da Escola de Enfermagem da USP , 2003, DOI: 10.1590/S0080-62342003000300013
Abstract: part i of this article, the author explained the difficulties of achieving accuracy of nurses' diagnoses, the relevance of critical thinking to the achievement of accuracy, and newer views of critical thinking. in part ii, the critical thinking dimensions identified as important for nursing practice are applied in the diagnostic process using a case study of a 16 year old girl with type 1 diabetes. application of seven cognitive skills and ten habits of mind illustrate the importance of using critical thinking for accuracy of nurses' diagnoses. ten strategies are proposed for self-development of critical thinking abilities.
COGNITIVE AND PRAGMATIC APPROACH IN THE DEVELOPMENT OF STUDENTS REFLECTIVE SKILLS
Usheva Tatyana Fedorovna
Magister Dixit , 2012,
Abstract: The article reveals experience of the development of students reflective skills from the point of view of cognitive and pragmatic approach. The author shows the characteristics of the organization of pedagogical work with students in the educational process. The necessity of the use of individual education programs is powered in this article.
Pupils’ Thinking Skills Development across Grade 4 - 6: An Investigation of 2096 Pupils in Mainland China Based on APTS  [PDF]
Guoqing Zhao, Dan Wang, Qianqian Chen, Yingjun Shen, Wanzhi Han, Yawen Xiong, Shiyan Jiang
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.89102
Abstract: A variety of thinking skills interventions have been implemented in schools and relative assessments emerged. However, due to inconsistencies of assessment techniques and lack of norms from large-scale samples, it remains problematic to compare the effects of various thinking interventions in general. This study aimed to investigate the current situation of thinking skills of 2096 pupils in 4th, 5th, and 6th grade from six primary schools located in Beijing, Guangzhou, and Xi’an respectively. The “Assessment of Pupils’ Thinking Skills (APTS)” measure developed by Burke and Williams (2012) was translated into Chinese and used as the instrument. Results demonstrated that there were significant improvements in the pupils’ overall thinking skills from 4th to 5th grade and from 5th to 6th grade as well. However, the pupils’ metacognitive reflection did not improve significantly from 4th grade to 5th grade while they increased dramatically from 5th to 6th grade. The pupils’ definition of thinking skills and application of some thinking skills (i.e., Grouping, Finding Reasons and Conclusions, Decision Making and Problem Solving) showed the same trends as metacognitive reflection. Differentiations in thinking skills development were found when compared among schools. Reasons for these differentiations and implications for teaching thinking in primary schools were discussed.
Teacher Education in Africa and Critical Thinking Skills: Needs and Strategies
N.Y.S. Ijaiya,A.T. Alabi,Y.A. Fasasi
The Social Sciences , 2013, DOI: 10.3923/sscience.2010.380.385
Abstract: This study advocates for conscious introduction of the teaching of critical thinking skills in to teacher education in Africa as part of the solutions and reforms to making education work for sustainable development in the continent. It noted that the various education reforms may not succeed and development may remain elusive while Africa will not able to contribute to the current rapid development in science and technology if teachers remain poorly skilled. An analysis of past questions of undergraduate and postgraduate teacher education programmes of a Faculty of Education revealed too much emphasis on the lower level cognitive skills, recall and understanding (88.0 and 82.2%, respectively) to the detriment of higher order skills, analysis, synthesis and evaluation (12.0 and 17.8%, respectively). This may be responsible for student massive failures and unemployment of higher education graduates. The need for teaching critical thinking skills to would be teachers and its characteristics were discussed in the study. Some strategies that could be adapted for teaching critical thinking skills at higher education level and the likely challenges that could be encountered were also raised. It was recommended that critical thinking should be purposely included in all teacher education programmes in Africa as part of General Studies course and in all teaching subjects and methodology courses. For effectiveness, a long-term, institution wide approach should be adopted and workshops should be arranged to train lecturers.
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