scholarly journals Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?

2021 ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita E. G. Heijltjes ◽  
Eva M. Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Task Performance ◽  
Worked Examples ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Transfer Performance ◽  
Learning Gains ◽  
Reasoning Task ◽  
Erroneous Examples

AbstractThere is a need for effective methods to teach critical thinking (CT). One instructional method that seems promising is comparing correct and erroneous worked examples (i.e., contrasting examples). The aim of the present study, therefore, was to investigate the effect of contrasting examples on learning and transfer of CT-skills, focusing on avoiding biased reasoning. Students (N = 170) received instructions on CT and avoiding biases in reasoning tasks, followed by: (1) contrasting examples, (2) correct examples, (3) erroneous examples, or (4) practice problems. Performance was measured on a pretest, immediate posttest, 3-week delayed posttest, and 9-month delayed posttest. Our results revealed that participants’ reasoning task performance improved from pretest to immediate posttest, and even further after a delay (i.e., they learned to avoid biased reasoning). Surprisingly, there were no differences in learning gains or transfer performance between the four conditions. Our findings raise questions about the preconditions of contrasting examples effects. Moreover, how transfer of CT-skills can be fostered remains an important issue for future research.

scholarly journals EXPLORING STUDENTS’ PERCEPTIONS OF COLLABORATION AND CRITICTHINKING SKILLS FOLLOWING AN ESCAPE ROOM EXPERIENCE

2021 ◽  
Vol 3 (1) ◽  
pp. 5-16
Author(s):  
Frances Hamilton ◽  
Kimberly Hile ◽  
Dana Skelley ◽  
Sarah Roller ◽  
Sandra Lampley ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Statistics ◽  
Future Research ◽  
Comparison Analysis ◽  
Post Secondary ◽  
Collaboration Skills ◽  
Skills Use

Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students’ perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants’ perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.

A Completely Structured Training on the Angoff Standard-Setting Method for Developing Critical-Thinking Skills of Teachers

2019 ◽  
pp. 277-298
Author(s):  
Ifeoma Chika Iyioke
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Task Performance ◽  
Educational Achievement ◽  
Standard Setting ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Probability Judgments ◽  
Comprehensive Curriculum ◽  
K 12

This chapter presents a completely structured training (CST) for the Angoff standard-setting method. The CST was developed to address the challenges teachers face in making the required probability judgments about student performance. It includes a comprehensive curriculum and instruction, practice, and feedback to guide participants on task performance. Overall, the approach is useful for developing critical-thinking skills among teachers in the context of assessing and evaluating educational achievement. This chapter also describes and illustrates how to use the training to facilitate professional development for K–12 teachers through programming. Guidelines, lessons and recommendations for implementation and study of CST are also provided.

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.

Are We Teaching Critical Thinking in the Classroom?

2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Teaching Methodology ◽  
Social Work Programs ◽  
Generalist Practice ◽  
Work Education

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

scholarly journals Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners

2020 ◽  
Author(s):  
Moosa Ahmed Ali Sulaiman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Intervention Phase ◽  
Socratic Questioning ◽  
Significant Difference ◽  
Efl Teachers ◽  
Actual Use ◽  
Teachers And Students

With the premise that effective use of Socratic Questioning in instructional practices is of vital importance in EFL/ESL classrooms, this study was undertaken to investigate application of Omani EFL teachers’ knowledge of Socratic Questioning (SQ) on Students’ Critical thinking (CT) in post basic schools. This study is conducted in two phases of investigation. Phase I examined the correlation between teachers’ knowledge and actual use of SQ. Phase II study investigated the application of Omani EFL teachers’ knowledge of SQ on students’ CT in post-basic schools. The present study made an attempt to (a) Determine the relationship between teachers’ knowledge of SQ and their actual use of SQ. (b) Ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those who are taught CT skills in a normal setting. (c) Identify CT strategies, the students were able to develop and apply at the end of the intervention phase. A total of 230 EFL teachers, which comprises a 100% of the total population of all EFL post-basic female teachers in Dhofar region of Oman, participated in this study. The multi-method procedures and data analyses showed that (a) There is a strong positive relationship between teachers’ perceived knowledge and their actual use of SQ; (b) There are significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting; (c) There is a clear evidence to suggest that students in the experimental group were able to develop effective CT strategies during the intervention phase. The findings of this study offer a number of implications: (a) For instructional practice that involves the teachers and students; (b) For policy and decision makers; and (c) For syllabus designers and testing and evaluation. In addition, it identifies and proposes certain areas related to pedagogy for future research.

scholarly journals Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

10.28945/3677 ◽  
2017 ◽  
Author(s):  
Scott D McDonald
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Teaching Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
School Students ◽  
Coffee Shop

[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners : The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research: A comparative study between different high school grades and genders as well as between different countries or cultures.

scholarly journals Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search

2020 ◽  
Vol 10 (2) ◽  
pp. 180-187
Author(s):  
Sholihati Amalia ◽  
Wuri Wuryandani
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
School Children ◽  
Elementary School Children ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Future Research ◽  
Cultural Learning ◽  
Learning Modules

AbstractIntroduction:The purpose of this article is to examine the use of socio-cultural based learning modules for developing critical thinking skills in elementary school children.Methods:This article is a systematic review that collects data from relevant indexed journals.Results:The findings are discussed in theoretical studies so as to produce conclusions. Well-structured socio-cultural modules can provide many benefits for students, namely for students who are actively involved in learning activities, and they can also attract students’ to be involved in learning activities.Conclusions:The application of socio-cultural learning helps students in learn about their own culture, which can develop students’ character. These findings provide input for future research needed to develop socio-cultural based learning modules for the critical thinking needs of elementary school children.

scholarly journals Assessing Students’ Ethnicities and Critical Thinking Skill to Develop PBL Based-Biology Learning Tools

2018 ◽  
Vol 10 (1) ◽  
pp. 79-86
Author(s):  
Didimus Tanah Boleng ◽  
Sonja V.T. Lumowa ◽  
Evie Palenewen
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Learning Approaches ◽  
Learning Tools ◽  
Biology Teachers ◽  
Biology Learning

A survey has been conducted in grade XI natural science of senior high school, at odd semester, academic year 2016/2017 in Samarinda, Indonesia. The focus of this research are to determine the students’ ethnicities, and the responses of biology teachers about students' critical thinking skills, and Problem-Based Learning. Sampling technique was total sampling. The research instrument was a questionnaire. Data was analysed by techniques used descriptive. The results of the data analysis show that the compositions of students’ ethnics are: Java (12.7%), Bugis (6.9%), Kutai (13.3%), Banjar (13.3%), and other ethnics (28.5%). Most of the teachers (86.0%) who already understood about the learning approaches, said that they already understood, while the remaining 14% did not understand the patterns of Problem-Based Learning. In addition, 23.3% teachers said that students were less able to explain, express opinions, and make conclusions; 76.7% said that students are sufficiently able to explain, express opinions, and make conclusions. Future research related to biology learning in multiethnic students needs to be conducted to get more information. The design of learning tools needs to consider the ethnic  of the students in strengthening critical thinking skills. Similar research needs to be done to obtain more information.The findings of this research are the students’ ethnicities of the XI class of Natural Sciences, as well as the responses of high school biology teachers about students' critical thinking skills in Biology.

Exploring Critical Thinking as an Outcome for Students Enrolled in Community Colleges

2020 ◽  
Vol 48 (3) ◽  
pp. 330-351
Author(s):  
Katrina C. Roohr ◽  
Kri Burkander
Keyword(s):  
Community College ◽  
Critical Thinking ◽  
Student Perceptions ◽  
College Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
College Level ◽  
Performance Differences ◽  
College Programs

Objective: Using data from HEIghten® Critical Thinking, a student learning outcomes assessment, the purpose of this study was to evaluate what variables are associated with higher critical thinking performance for students enrolled in various community college programs and to evaluate performance differences across demographic and college-level subgroups as well as student perceptions. Method: With data from 1,307 students enrolled across 34 U.S. and Canadian higher education institutions (72% enrolled in 2-year institutions), we utilized a hierarchical regression to identify variables associated with critical thinking performance. Critical thinking performance differences were evaluated using analyses of variance (ANOVAs) and t-tests across student demographic and college experience subgroups and across student perceptions. Results: Results of this study showed (a) consistent significant predictors associated with higher critical thinking performance; (b) a positive relationship between critical thinking performance and the frequency of using critical thinking in college courses; (c) significant, but relatively small performance differences across demographic and college experience subgroups; and (d) positive relationships between student perceptions and critical thinking performance. Conclusion: This study added to the limited literature evaluating critical thinking skills for community college students. Overall, results suggest that institutions should focus attention to the frequency at which students are using critical thinking throughout their courses, which could increase student performance in this particular area, especially if critical thinking is an explicit outcome within the course. Results also suggested the need to emphasize critical thinking skills more across various community college programs and across non-STEM-focused programs. Suggestions for future research are discussed.

scholarly journals The Effect of Critical Thinking Instruction on Verbal Descriptions of Music

2011 ◽  
Vol 59 (3) ◽  
pp. 257-272 ◽  
Author(s):  
Daniel C. Johnson
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Music Listening ◽  
Written Responses ◽  
Positive Effects ◽  
Fifth Grade Students ◽  
Critical Thinking Instruction ◽  
Based Instruction

The purpose of this study was to determine the effect of critical thinking instruction on music listening skills of fifth-grade students as measured by written responses to music listening. The researcher compared instruction that included opportunities for critical thinking (Critical Thinking Instruction, CTI) with parallel instruction without critical thinking opportunities (Activity-Based Instruction, ABI). The same music teacher delivered both instructional treatments concurrently in a series of sixteen 45-minute classroom lessons. Two randomly assigned, intact classes of participants ( n = 41 and 40) made up the CTI and ABI treatment groups, respectively. Three independent judges scored participants’ pretest and posttest responses using a researcher-designed instrument. Using a multivariate analysis of variance (MANOVA), the researcher found a significant test by treatment interaction. The post hoc analysis indicated that while the CTI participants scored higher on the posttest as compared with the pretest, ABI participants demonstrated no significant differences by test. Readers should note the larger than expected standard deviations when considering the positive effects of the CTI treatment. Implications include recommendations for future research and for designing music listening lessons to incorporate critical thinking skills in classroom music instruction.

Sign in / Sign up

Export Citation Format

Share Document