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Search Results: 1 - 10 of 6710 matches for " critical thinking skills "
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Clearing up “Critical Thinking”: Its Four Formidable Features  [PDF]
Merinda Bermingham
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.64042
Abstract: In this article, I identify four key features of critical thinking that draw together threads of research in this area for clarification for teachers. These four features comprise skills and dispositions required to operate in combination to achieve critical thought. In light of their challenging nature—challenging to develop and challenging to perform—I have called them formidable. I argue that we need a significant emphasis on the dispositions encompassed by genuinely critical thought, since a skills-based understanding neglects the importance of its inherent critical dimension. I seek to emphasize the importance of students’ ability and willingness to: reflect metacognitively, become increasingly aware of socio-cultural power structures at play on their thinking, and contribute to the common good, in addition to the higher order thinking and logical reasoning involved. These skills and dispositions are required in the development of students capable of, and likely to engage in, critical thinking within and beyond their formal education.
A Preliminary Investigation into Critical Thinking Skills of Urban High School Students: Role of an IT/STEM Program  [PDF]
Mesut Duran, Serkan Sendag
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.32038
Abstract: This paper reports the development of critical thinking of urban high school students in an IT/STEM program-using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a quasi-experimental time-series design, involving 47 initial participants in an eighteen-month intervention period. Data were collected from the Test of Everyday Reasoning (TER), which provides an overall score on critical thinking skill (CTS) and five sub-scale scores (analysis, inference, evaluation, inductive reasoning, and deductive reasoning). Findings indicate that based on a mean score of 15.77, the average participant scored between the 16th and 19th percentiles at the beginning of the program compared to an aggregated national sample. Participants who completed the program and responded to all three time-series TER tests (14) significantly improved their critical thinking skills throughout the program. Program completers’ overall post-program CTS test score was more homogeneous than the pre-program scores with a 20.07 mean score. In addition, data showed significant improvement in inductive reasoning skills of the program participants during the first nine months with continuing improvement in the second nine months. In contrast, data presented improved inference skills during the first nine months with significant gains during the second half of the program. The study estimates the relative effects of IT/STEM experiences with technology-enhanced, inquiry and design-based collaborative learning strategies on CTS of urban high school students.
Forging a Template for Undergraduate Collaborative Research: A Case Study  [PDF]
Debra Graham, Janet Hempstead, Ronald Couchman
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326129
Abstract: Undergraduate collaborative research is highlighted in many university initiatives; however there is a lack of exemplars in disciplines that do not employ the scientific method. “Pop Music Reviews” was an attempt to forge a template for Women’s and Gender Studies. This paper presents a description of the pilot project and provides qualitative assessments by the first-and second-year students, fourth-year teaching assistant (TA), reference librarian, and professor. Together, the appraisals indicate that there are two different but equally necessary components for a successful collaborative research endeavour: the structural setting and the social and emotional environment. In both these components, there were weaknesses in the areas of planning and background training. Yet, the benefits as perceived through the experiences of the various participants were significant. Reported gains included increased understanding of research processes and applications, enhanced critical thinking skills, expanded disciplinary knowledge, improved student motivation and confidence, greater interest in graduate studies, and the fostering of collegial interactions and mentoring.
Fostering critical thinking skills: a strategy for enhancing evidence based wellness care
Jennifer R Jamison
Chiropractic & Manual Therapies , 2005, DOI: 10.1186/1746-1340-13-19
Abstract: This paper describes a unit which prepares chiropractic students for the role of "wellness coaches". Emphasis is placed on providing students with exercises in critical thinking in an effort to prepare them for the challenge of interfacing with an increasingly evidence based health care system.This case study describes how health may be promoted and disease prevented through development of personalized wellness programs. As critical thinking is essential to the provision of evidence based wellness care, diverse learning opportunities for developing and refining critical thinking skills have been created. Three of the learning opportunities are an intrinsic component of the subject and, taken together, contributed over 50% of the final grade of the unit. They include a literature review, developing a client wellness contract and peer evaluation. In addition to these 3 compulsory exercises, students were also given an opportunity to develop their critical appraisal skills by undertaking voluntary self- and unit evaluation. Several opportunities for informal self-appraisal were offered in a structured self-study guide, while unit appraisal was undertaken by means of a questionnaire and group discussion at which the Head of School was present.Formal assessment showed all students capable of preparing a wellness program consistent with current thinking in contemporary health care. The small group of students who appraised the unit seemed to value the diversity of learning experiences provided. Opportunities for voluntary unit and self-appraisal were used to varying degrees.Unit evaluation provided useful feedback that led to substantial changes in unit structure.Students have demonstrated themselves capable of applying critical thinking in construction of evidence based wellness programs. With respect to unit design, selective use of learning opportunities highlighted the desirability of using obligatory learning opportunities to ensure exposure to core constructs while
Critical thinking skills of preservice teachers in the blended learning environment
Halil ?brahim Akyüz, Serap Samsa
International Journal of Human Sciences , 2009,
Abstract: The purpose of this study is to examine the effects of blended learning environment which supports the course management system on the critical thinking skills of students. The model of the study is pretest, posttest single group model. There are 44 Preservice Teachers who attending the course of Design And Use Of Instructional Material in the Department of Computer and Instructional Technology Education of Faculty of Educational Sciences at Ankara University in third grade who constitute the study group. In this study, Watson-Glaser Critical Thinking Appraisal Test, which consists of 100 items, was used to collect data. The test was developed in 1964 by Watson and Glaser. The test was translated into Turkish by Demirta l - kr k in 1996. Analysis results indicated that the range of internal consistency of the subscales are interval from .20 to .47 and the total correlation coefficient is .63. The course consists of 5 weeks. At the beginning of the semester, preservice teachers’ WGCTA scores were obtained. In the environment of blended learning, the course is supported to chat rooms and forums. After 5 weeks, preservice teachers were asked to do the test again and the critical skills of the students were examined. The data was analyzed through paired sample t-test to compare the results of pretest posttest scores, as well as descriptive statistics. There was no significant difference between pretets and posttest results.
Language Acquisition Through Short Stories for Second Language Learners
V. Bhuvaneswari,Rosamma Jacob
Studies in Literature and Language , 2011, DOI: 10.3968/j.sll.1923156320110303.1322
Abstract: The objective of teaching a language is to make the learners learn the language and use it infallibly. This is done best when the learners are involved actively in the learning process. Involvement comes only if sufficient interest is aroused and sustained in the classroom. Considered as one of the most resilient forms of edutainment, a short story always augments intellectual stimulation and definitely has a great impact on human mind. It has linguistic, psychological, cognitive, social and cultural relevance as well. Catering to the needs of the second language learners, the syllabus should be revised and the curriculum should include short stories which will evince keen interest among the second language learners. This paper adopts a stylistic approach and seeks to focus on the possibility of using short stories as a pedagogical tool to develop language skills thereby fortifying professional advancement and career growth. Key words: Short stories; Critical thinking skills; Multiple intelligences
Thinking through Content Instruction: Microteaching Unveils
Nor Hashimah Isa,Hj. Kamaruzaman Jusoff
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.1.37-43
Abstract: This paper investigates the extent of critical skills being incorporated in the undergraduates’ lesson as shown in their microteaching sessions. The researcher seeks to find evidence of critical thinking skills in the undergraduates’ content instruction of their respective lessons. She investigates the integration of critical thinking skills via the undergraduates’ lesson plans and the lesson’s implementation. She seeks for inclusion of these skills by viewing the taped lessons. Recommendations to UPSI are also presented in an effort to inspire awareness on the compelling need for thinkers amongst undergraduates and future teachers.
Teacher's Questions: A Survey of English Teachers' Questioning Techniques
Glinton, Patricia,King, Irene,Young, Jonathan
College Forum , 1983,
Abstract: Central to classroom teaching is the teacher/student interaction known as the "recitation", a process described by Gage and Berliner in this fashion:the continually repeated chain of events in which1. the teacher provides structuring, briefly formulating the topic or issue to be discussed, then2. the teacher solicits a response or asks a question of one or more students; then3. the student responds or answers the question; and4. the teacher reacts to the student's answer.Most of works spoken by teachers are emitted in the form of questions. In his review of studies which consider the role of questions in teaching, Gall reports a figure as high as 150 questions per hour for elementary school teachers, whicle Guilford notes that questioning represents as much as 80 percent of teacher talk.In the Bahamian context there has been little empirical research carried out of any kind, and as classroom teaching is the basic procedure in Bahamian education, many of the teacher behaviour variables that are involved, such as questioning, have yet to be assessed.
The role of knowledge in critical thinking
Pe?i? Jelena
Zbornik Instituta za Pedago?ka Istra?ivanja , 2007, DOI: 10.2298/zipi0701032p
Abstract: The paper discusses the role of knowledge in critical thinking, i.e. a controversial issue of whether critical thinking is general or subject-dependant ability. Analyzed are basic assumptions of the authors who maintain the view of the generality of critical thinking, and those who defend the view that critical thinking is subject dependant, as well as their theoretical and practical arguments in favor of their views. The problem of generality of critical thinking is analyzed on three levels: conceptual (whether it is conceptually possible to speak about critical thinking outside a particular subject context); epistemological (whether the epistemological nature of the ability and skill of critical thinking differs in different domains of human knowledge) and practical (practical implications related to developing the most adequate approach to enhance critical thinking). The outcomes of the analysis suggest that critical thinking has both a general and a subject-dependant components, whose contents require further elaboration based on theoretical and empirical research. Educational implications of the analysis indicate that it is necessary to carefully devise the connection between the desired skills and teaching contents in the curricula which aim at enhancing critical thinking. .
Evaluation of the Worksheets Based on Six Thinking Hats and Case Study according to Critical Thinking Skills: Heat and Temperature
?i?dem ?AH?N, Nuray ?AKMAK
Journal of the Turkish Chemical Society, Section C: Chemical Education , 2016, DOI: -
Abstract: The aim of this study was to examine the effect of worksheets based on six thinking hats and case study on improvement of prospective science teachers’ critical thinking skills in a comparative manner. This study was designed on case study research method. The working group composed of 24 prospective science teachers who were studying at the 3th grade at the Elementary Department Science Teacher of Education Faculty in Giresun University. In the study, worksheets and journals were used for collecting data. Data obtained from worksheets based on six thinking hats and case study and journals were analyzed to document review technique. Qualitative data of the study about prospective science teachers’ critical thinking skills were analyzed with sub-factories of California Thinking Disposition Inventory (CCTDI) which was translated to Turkish by K?kdemir (2003) as descriptively. Qualitative data of both worksheets and journals of this study showed that although prospective science teachers generally stated with respect to analyticity and truth-seeking sub factories of critical thinking skills, they did not state about self-confidence and inquisitiveness sub factories.
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