Designing Assignments and Classroom Discussions to Foster Critical Thinking at Different Levels in the Curriculum

2005 ◽  
pp. 231-251 ◽  
Author(s):  
Susan K. Wolcott
Keyword(s):  
Critical Thinking ◽  
Classroom Discussions ◽  
Different Levels

scholarly journals Critical Thinking in Health Sciences and How It Pertains to Sonography Education: A Review of the Literature

2020 ◽  
Vol 36 (3) ◽  
pp. 244-250
Author(s):  
Brandy Weidman ◽  
Helen Salisbury
Keyword(s):  
Critical Thinking ◽  
Professional Practice ◽  
Cognitive Abilities ◽  
Thinking Skills ◽  
Health Sciences ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Reasoning Test ◽  
Health Sciences Students ◽  
Different Levels

Objective: Critical thinking is an important skill that sonographers must develop beginning in educational programs and into professional practice. Critical thinking requires students to reflect on information, use judgment skills, and engage in higher levels of thinking, including analysis, interpretation, inference, evaluation, and explanation, to formulate reliable decisions. Methods: Current research related to critical thinking has focused on medicine, nursing, physical therapy, pharmacy, and dental programs, but there has been no description of assessing sonography students. The Dreyfus model has been used as a framework to describe acquired skills that reflects students’ progress from novice to expert clinicians. This model illustrates specific cognitive abilities that students develop as they advance in education. Results: This review of the literature describes critical thinking skills coupled with a framework to understand different levels of cognitive thinking, as well as how it can be assessed. Conclusion: To understand differences between undergraduate sonography students and experts, the Dreyfus model is an excellent model to recognize progression. It can be used with the Health Sciences Reasoning Test, which is a nationally recognized critical thinking examination that can ascertain different levels of health sciences students’ critical thinking skills.

CONSTRUCTION OF NEGATIONS IN THE CONTEXT OF CRITICAL THINKING FOR PRIMARY SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 454-463
Author(s):  
Anita Sondore ◽  
Elfrīda Krastiņa ◽  
Pēteris Daugulis ◽  
Elga Drelinga
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Correct Usage ◽  
Study Results ◽  
Study Programs ◽  
Study Process ◽  
Primary School Pupils ◽  
Different Levels

In the modern study process it is important to teach pupils critical thinking and involvement in decision making. Formulation of negations and construction of counterexamples is one of the ingredients of critical thinking which are stressed in the new project of the mathematical standard for primary school „Skola 2030” in Latvia. The goal of this study is to analyze experience and skills of primary school pupils and students of teacher study programs, which are related to the ability to formulate negations and counterexamples. A qualitative and quantitative analysis of questionaire answers given by pupils and future teachers is performed in this study. Results of this study show that pupils make mistakes constructing negations and counterexamples. Teachers also have problems constructing correct assertions. These observations should stimulate universities to pay attention to teacher preparation in this sense. Teachers should teach correct usage of the negation operation at different levels of difficulty and correct construction of counterexamples.

An Integrated View of Strategic Management

2007 ◽  
Vol 18 (4) ◽  
pp. 275-302 ◽  
Author(s):  
Juan Pablo Stegmann
Keyword(s):  
Critical Thinking ◽  
Strategic Management ◽  
Market Power ◽  
Value Creation ◽  
Economic Value ◽  
Value Added ◽  
Integrative Model ◽  
Economic Value Added ◽  
Stock Value ◽  
Different Levels

Strategic management has produced an amazing number of theories and models in the last decades. However, so far it has not succeeded in producing a good integrative model that can synthesize all the existing models. In a previous paper I proposed such a model (from now on we will refer to it as the GEMK model, in relation to Growth-EVA-Market Power-Knowledge). It is based on the two drivers of stock value creation, Economic Value Added (EVA) and growth of capital, and proposes two new testable variables, market power and knowledge. This paper is the application of the GEMK model. It shows how most of existing strategic management models impact stock value creation. It produces a valuable simplification of the discipline, eliminates confrontations, shows that several different theories are complementary, provides a new powerful critical thinking, and shows that the different theories are contingent to these four variables. Most importantly, it shows that the different theories have different levels of impact on stock value creation.

scholarly journals Analysis of Critical Thinking Path of College Students Under STEAM Course

2021 ◽  
Vol 12 ◽  
Author(s):  
Jingrong Sha ◽  
Hong Shu ◽  
Zhaocao Kan
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Academic Engagement ◽  
Medium Level ◽  
Different Levels

This study examined the differences in critical thinking levels among students with different levels of academic engagement in STEAM courses. In this study, 30 college students were selected as subjects. Before experimenting, they received the academic engagement test and were divided into high, medium, and low groups based on their performance. Then, each group received three STEAM sessions and was asked to complete a topic discussion task. The results show that there are significant differences in the critical thinking level of students with different levels of academic engagement. Specifically, the students with a medium level of academic engagement had the highest critical thinking. Research has shown that the level of academic engagement affects the critical thinking of students in STEAM courses.

Critical Thinking in the Design Classroom: An Analysis of Student Design Reflections

2019 ◽  
Author(s):  
Emmeline Evans ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Critical Thinking ◽  
Clustering Analysis ◽  
Cognitive Process ◽  
Engineering Students ◽  
Procedural Knowledge ◽  
First Year ◽  
Reasoning Abilities ◽  
Different Levels ◽  
Insight Into ◽  
Future Growth

Abstract Within the domain of education, the term “critical thinking” is widely understood to mean the various skills that comprise an individual’s logical and reasoning abilities. It is critical that designers possess these abilities so that they can solve the complex problems of an increasingly interconnected world. In order to better understand patterns in engineering students’ critical thinking, this research applies the classifications of the 2001 revision of Bloom’s Taxonomy to 49 reflections written by first-year engineering students on a two-hour design practicum. Reflections were thematically coded to identify when students operated in different levels of the cognitive process and knowledge dimensions. Using k-means clustering analysis, genres of reflection were then determined. Four unique clusters of responses were identified. Notable trends in clusters included application and evaluation of procedural knowledge. Additionally, a difference was observed between the two largest clusters regarding deviance from the design process. While one cluster of responses generally minimized discussion of deviance, the second largest cluster emphasized this deviance, highlighting it as an opportunity for future growth. This work provides insight into how students learn design and how they communicate their learning, providing insight for instructors hoping to encourage deeper critical thinking in design courses.

Using Debates to Teach the Psychology of Women

1993 ◽  
Vol 20 (1) ◽  
pp. 35-38 ◽  
Author(s):  
Lisa B. Elliot
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Student Evaluation ◽  
Educational Process ◽  
Teaching Tool ◽  
Specific Procedure ◽  
Classroom Discussions ◽  
Class Participation ◽  
Psychology Of Women ◽  
Class B

I summarize my experiences using debates as a teaching tool for a course on the psychology of women. Although formal debates are typically thought of as competitive and adversarial, the debate format encouraged class participation, active learning, cooperation, critical thinking, and reading ahead of the class meeting. The project was a stimulating and rewarding experience for most of the class and an excellent way to inspire classroom discussions. This article covers (a) introducing the debate to the class; (b) specific procedure, including debate preparation, timing, judging, and discussion sessions; (c) procedures for judging (but not grading) the debates; (d) student evaluation of the debates; and (e) how debates can be used to empower students and enhance the educational process.

scholarly journals CRITICAL THINKING AS ONE OF THE SKILLS DEVELOPED THROUGH THE DIALOGUE OR CONVERSATION

2021 ◽  
pp. 37-46
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Speech Development ◽  
New Approaches ◽  
Different Levels ◽  
Language Teaching And Learning

The article is about the new approaches for teaching a foreign language among students of different levels and ages. It defines the main impact on language teaching and learning through critical thinking. As it is written in the article critical thinking can solve some problems of speech development. It enables students to accept the information and process it. Also, it helps learners to develop their logic thinking which is necessary in the informational era.

Modelo teórico para mensuração do pensamento crítico holístico no ensino do processo diagnóstico de enfermagem

2021 ◽  
Author(s):  
Fernando Riegel ◽  
Maria da Graça Oliveira Crossetti ◽  
Peter A. Facione
Keyword(s):  
Critical Thinking ◽  
Theoretical Model ◽  
Nursing Students ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Diagnostic Process ◽  
Clinical Decisions ◽  
Nursing Science ◽  
Nursing Diagnoses ◽  
Different Levels

The theoretical model book for measuring holistic critical thinking (PCH) in the teaching of the nursing diagnostic process (PDE) highlights the complexity of the PDE based on the application of the PCH of nursing students in face of the requirement of making accurate clinical decisions; in addition, it demonstrates the applicability of the Holistic Critical Thinking Scoring Rubric (HCTSR) instrument authored by professors Peter A. Facione and Noreen Facione; for the assessment of holistic critical thinking in nursing and health, becoming an important diagnostic and formative assessment tool at different levels of education, which can contribute to the advancement of nursing science with regard to the training of critical nurses and reflective in the application of the nursing diagnostic process that is structured in the stages of investigation, interpretation and nursing diagnoses with a view to making accurate nursing decisions. To reach these stages, the nurse must develop skills of holistic critical thinking (PCH), in order to make decisions focused on the best results. Based on this theoretical model, it will be possible to implement different strategies to develop holistic critical thinking in teaching the diagnostic process according to the students' PCH level.

scholarly journals Perceptions of Writing Confidence, Critical Thinking, and Writing Competence among Registered Nurse-Learners Studying Online

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Lorraine Carter
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Reasoning ◽  
Online Course ◽  
Online Writing ◽  
Face To Face ◽  
The University ◽  
Writing Competence ◽  
Different Levels

Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing experiences of 34 registered nurses in an online course at an Ontario university were considered from several perspectives: perception of writing competence; demonstration of levels and kinds of critical thinking; and demonstration of writing competence. Although the participants’ perceptions of their writing competence increased significantly, these results were not reflected in their levels of writing competence when compared to that of younger nurse-learners and students in an Arts course at the university. The study did not demonstrate that online writing results in different levels of critical thinking; it did, however, suggest a connection between and among online writing, different kinds of critical thinking, and assignment design.

Sign in / Sign up

Export Citation Format

Share Document