Activity Design for Cultivating Students’ Critical Thinking Dispositions in a Blended Learning Environment Through a Case Study of Media Literacy Course

2020 ◽  
pp. 210-223
Author(s):  
Xiaohong Zhang ◽  
Kenichi Kubota ◽  
Mayumi Kubota
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Blended Learning ◽  
Media Literacy ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Literacy Course ◽  
Activity Design

scholarly journals The Effect of a Gender Course on the Gender Attitudes, Critical Thinking Dispositions, and Media Literacy Skills of University Students

2021 ◽  
Vol 11 (2Pt2) ◽  
pp. 387-400
Author(s):  
Gülten Koç ◽  
Çiğdem Yücel Özçırpan ◽  
Füsun Terzioğlu ◽  
Şahika Şimşek Çetinkaya ◽  
Fatma Uslu-Şahan ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Attitude Scale ◽  
Literacy Skills ◽  
Gender Attitudes ◽  
Control Group ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Significant Difference ◽  
Student Information

This study aims to determine the effect of a university elective course focusing on gender on students' gender attitudes, critical thinking dispositions, and media literacy skills. The research design was quasi-experimental, and the study was conducted with a pretest/posttest control group. The sample of the study consisted of 74 students who took a course on gender during the fall semester of the 2016-2017 academic year and 70 students who had similar characteristics but did not receive the course. In the pretest and posttest evaluation conducted in the first week and the last week of the semester, respectively, the Student Information Form, the Gender Roles Attitude Scale (GRAS), the Critical Thinking Dispositions Scale (CTDS), and the Media Literacy Scale (MLS) were administered to the students in both groups. The Course Satisfaction Assessment Form was administered at the end of the term to the students who enrolled for the gender course. The GRAS scores of the experimental group increased at the end of the course (p<0.05). The GRAS total mean scores of both the groups were similar in the pretest, but there was a statistically significant difference between their total mean scores in the posttest (p<0.05). This study recommends more comprehensive and long-term studies on integrating a gender course into the university curriculum, which will help develop students' critical thinking disposition and media literacy skills and raise awareness of gender equality among students.

scholarly journals Modelling the relationships among social studies learning environment, self-efficacy, and critical thinking disposition

2017 ◽  
Vol 7 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Elif Meral ◽  
Yasemin Taş
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Learning Environment ◽  
Self Efficacy ◽  
Structural Equation ◽  
School Students ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

This study aims to investigate the relationships among the features of learning environment (investigation, equity, and student cohesiveness) in social studies class, self-efficacy and critical thinking disposition (engagement, maturity and innovativeness) among middle school students. The study group consists of 422 students studying at five middle schools in one of the largest cities located in eastern part of Turkey. The research data was collected by using UF/EMI Critical Thinking Disposition Scale, "What is happening in this class?" Scale and the Motivated Strategies for Learning Questionnaire. Structural equation modelling (SEM) was performed by using LISREL 8.80 programme to test the hypothesized relationships among constructs. The results show that self-efficacy among students is higher in classroom environments where investigation is encouraged and equity among students is overseen. It is found that critical thinking disposition is higher in students with higher self-efficacy. Besides this, it is further observed that learning environment with investigation predicts all critical thinking dispositions positively whereas student cohesiveness predicts only maturity positively.

scholarly journals Using Cooperative Learning In Teaching Critical Thinking In Reading

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Anit Pranita Devi ◽  
Bachrudin Musthafa ◽  
Gin Gin Gustine Gustine
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Language Use ◽  
Interpersonal Relationship ◽  
Structured Interview ◽  
Classroom Observations ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Development Of Students

This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.Keywords: cooperative learning, critical thinking

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

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