The Role of Critical Thinking Skills in Students’ Attitudes Toward Business Subjects

2008 ◽  
pp. 175-189
Author(s):  
Dirk Tempelaar
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Students Attitudes

scholarly journals The effects of critical thinking instruction through asynchronous learning tools on writing

2020 ◽  
Vol 5 (2) ◽  
pp. 176
Author(s):  
Sibel Ayg�n ◽  
Fatih Yavuz
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Asynchronous Learning ◽  
Control Group ◽  
Learning Tools ◽  
Before And After ◽  
Students Attitudes ◽  
Thinking Disposition ◽  
Experimental Group

In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

scholarly journals Effect of Scientific Approach toward Students' Critical Thinking Skills

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Triyani Triyani ◽  
Lovy Herayanti ◽  
Syifaul Gummah
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
High Quality ◽  
Scientific Approach ◽  
The Impact

The role of education is to improve the quality of education, especially in producing high-quality students. High-quality students are those who are able to think critically, creatively, logically and take initiatives in responding to issues in society caused by the impact of the development of science and technology. This study aims to determine the effect of a scientific approach to students' critical thinking skills. This study is an experimental research with one group pretest-posttest design. The sample of this study consisted of one class (28 students), which was treated using a scientific approach. Critical thinking skills are measured using a test instrument and then analyzed statistically (t test). Hypothesis test results indicate that there is an effect of using a scientific approach toward students' critical thinking skills.

scholarly journals The Implementation of Cooperative Learning Model For Critical Thinking Skills in the History Subject at SMA Pekanbaru

2017 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Isjoni Isjoni
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Paired Data ◽  
Students Attitudes ◽  
Student’S T

In the approach to learning, teachers must be able to create an active, creative, effective, and funlearing. One of the learning approaches that can be used to create this active, creative, effectiveand fun learning in a group is cooperative learning. Jigsaw was particularly selected from varioustypes of cooperative learning. It was because it is used by researchers in science education, andless popular in social science education. Jigsaw arouse students' attitudes to learning, including inthe History subject. Jigsaw that is one ofthe types of cooperative learning models that encouragesstudents to be active and help each others in mastering the subject matter to achieve maximumperformance. The aim of the study was to see the different models of cooperative learning onstudents' critical thinking skills in the History subject. The method used was by using the teststatistics with analysis using Excel for Windows. To determine whether there is any differences,tests of paired data (Student's t-test) were comducted. If there are no significant differencesbetween the dependent variable for the pre-test, it will be used followed by ANOVA in the posttest. The results showed that there is a difference between the type of cooperative learning modeljigsaw with traditional learning in the study on the critical thinking skills of students in the Historysubject.

The Role of Student Feedback in Building Reflexive Teachers

2019 ◽  
pp. 76-90
Author(s):  
Kerri Pilling Burchill ◽  
David Anderson
Keyword(s):  
Critical Thinking ◽  
Teaching Practice ◽  
Individual Case ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Feedback ◽  
Future Research ◽  
Education Environment ◽  
Tacit Assumptions

The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.

The impact of the Sports Science Students' Attitudes towards the Scientific Research Methods Course on their Critical Thinking Skills

2021 ◽  
Vol 15 (10) ◽  
pp. 3004-3008
Author(s):  
Hikmet Turkay
Keyword(s):  
Critical Thinking ◽  
Research Methods ◽  
Scientific Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Methods Course ◽  
Science Students ◽  
Sports Science ◽  
Students Attitudes ◽  
The Impact

Background: Scientific research processes are of capital significance in defining problems from a critical perspective, identifying the variables, determining the relationships between these problem variables, and finding solutions to existing issues. Aim: Based on this direction, the current study aimed to examine the effects of sports science students' attitudes towards scientific research methods course on their critical thinking skills considering various variables. Methods: The study group, determined by a simple random sampling method, comprised 412 students with an average age of 21.92, studying in sports sciences. "Attitude Scale Towards Scientific Research Course" and "Critical Thinking Skills Scale" were used to scale students' scientific research and critical thinking skills. Results: The study determined that while there was no significant difference between the students according to the gender variable, there were differences according to the department and class variables. Conclusion: As a result, there is a positive relationship between students' attitudes towards scientific research methods and their critical thinking skills. Keywords: Sport Sciences, Scientific Research, Critical Thinking

scholarly journals Teaching Cell Biology to Nonscience Majors Through Forensics, or How to Design a Killer Course

2004 ◽  
Vol 3 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Laura Arwood
Keyword(s):  
Critical Thinking ◽  
Cell Biology ◽  
Dna Typing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Jury Trial ◽  
Assessment Tests ◽  
Nonscience Majors ◽  
Biological Concepts ◽  
Students Attitudes

Nonscience majors often do not respond to traditional lecture-only biology courses. However, these students still need exposure to basic biological concepts. To accomplish this goal, forensic science was paired with compatible cell biology subjects. Several topics such as human development and molecular biology were found to fulfill this purpose. Another goal was to maximize the hands-on experience of the nonscience major students. This objective was fulfilled by specific activities such as fingerprinting and DNA typing. One particularly effective teaching tool was a mock murder mystery complete with a Grand Jury trial. Another objective was to improve students' attitudes toward science. This was successful in that students felt more confident in their own scientific abilities after taking the course. In pre/post tests, students answered four questions about their ability to conduct science. All four statements showed a positive shift after the course (p values ranging from .001 to .036, df = 23; n = 24). The emphasis on experiential pedagogy was also shown to increase critical thinking skills. In pre / post testing, students in this course significantly their performance on critical thinking assessment tests from 33.3% correct to 45.3% (p = .008, df = 4; n = 24).

Sign in / Sign up

Export Citation Format

Share Document