Increasing Critical Thinking Skills Through Active Learning

2009 ◽  
Author(s):  
Lori S. Gilmore ◽  
Brent S. Melling
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals The Effect of Group Reading Strategy on Critical Thinking Skills in Thai EFL University Learners

2021 ◽  
Vol 3 (2) ◽  
pp. 30-40
Author(s):  
Pasara Namsaeng ◽  
Apisak Sukying
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Process ◽  
Time Allocation ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Structured Interviews ◽  
Group Reading

Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal using an active learning approach. This mixed-methods research examined the effect of GRS on the critical thinking skills of Thai EFL university learners and explored learners’ perceptions of the GRS process. The critical thinking self-assessment questionnaire, a logbook, and semi-structured interviews were used to collect data. The analysis of the quantitative findings revealed that GRS fostered critical thinking skills in Thai EFL university learners. The results also showed that some intrinsic characteristics of critical thinking skills were cultivated before others. Overall, the current study demonstrated an increase in critical thinking skills through the GRS learning process. The qualitative findings revealed that participants held positive opinions regarding the GRS approach to facilitate active learning environments. Specifically, Thai EFL university participants viewed GRS as peer-assisted learning and a collaborative learning approach, which could, in turn, lessen adverse learning factors. However, some factors, including culture, time-allocation for the GRS process, and types of assessment, also influenced the learning process of GRS activities. Overall, this study indicates that GRS could have an impact on Thai EFL university learners’ critical thinking skills, at least to some extent. However, longitudinal studies are still required in future investigations.

PENGARUH PENERAPAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE QUIZ TEAM TERHADAP KEMAMPUAN BERPIKIR KRITIS DENGAN VARIABEL MODERATOR MOTIVASI BELAJAR PESERTA DIDIK

2019 ◽  
Vol 5 (1) ◽  
pp. 17-29
Author(s):  
Poy Saefullah Zevender
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Active Learning ◽  
Interaction Effect ◽  
Daily Life ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Teaching Model

This research was motivated by observations and interviews stating that the critical thinking skills by taking into account the motivation of learners is still low. The purpose of this study was to determine whether there is influence from learning model Active Learning Type Quiz Team about the critical thinking skills of learners, whether there is influence learning motivation of students towards critical thinking skills of learners, and whether there is an interaction effect between teaching model active learning type of quiz team  to learning motivation towards critical thinking skills of learners. The method used is experimental method with factorial design. This caused the hypothesis testing is done by using two way analisys of variance in order to avoid noise or a possibility that states there is an effect due to mixing of the data analysis. Meanwhile, the population in this study were all students of class X as many as 309 students and the sample is class X-2 as the experimental class and X-3 as the control class, each of which consists of 39 students. Based on the results of the study showed: There is the influence of learning model Active Learning type Quiz Team of the critical thinking skills of learners with sig. 0.000 <0.05. There is the influence of learning motivation towards the critical thinking skills of learners with sig. 0.003 <0.05. There is an interaction effect between the active learning teaching model type quiz team with the learning motivation towards the critical thinking skills of learners with sig. 0.000 <0.05. To reach the maximum critical thinking skills, it is recommended that the teachers continue to practice, formulate and present problems that exist into the learning process as a stimulus for students to get them used to find the solution of a problem that occurs in daily life.

scholarly journals Active Learning In Humanities Courses: Helping Students To Think Critically

2006 ◽  
Vol 3 (10) ◽  
Author(s):  
Jane Waitkus
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills

Universities are expected to help students develop critical thinking skills, yet university classes feature professors who lecture, and students who quietly take notes.  Active learning can help students practice critical thinking skills necessary for life in the 21st century.

A Course Designed to Improve Psychological Critical Thinking

2007 ◽  
Vol 34 (3) ◽  
pp. 153-157 ◽  
Author(s):  
Suzanna L. Penningroth ◽  
Laran H. Despain ◽  
Matt J. Gray
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Active Learning ◽  
Comparison Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Control ◽  
Psychological Science ◽  
Quasi Experimental

We developed a 1-credit freshman-level course designed to enhance psychological critical thinking. We based the new curriculum on Stanovich's (2004) text, with an emphasis on active learning and critically evaluating claims by applying scientific concepts. To assess the effectiveness of this course, we used a pretest–posttest design with a quasi-experimental control group. At posttest, students in the psychological science course showed greater improvement on psychological critical thinking than students in a comparison group. Therefore, we recommend the techniques used in this instructional intervention to help college students improve their critical thinking skills.

scholarly journals Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Sanela Pivač ◽  
Brigita Skela-Savič ◽  
Duška Jović ◽  
Mediha Avdić ◽  
Sedina Kalender-Smajlović
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Active Learning ◽  
Nurse Educators ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Methods ◽  
Study Process ◽  
Positive Effect

Abstract Background Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future. Methods Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted. Results Fourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods. Conclusions The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

scholarly journals Method of discussion and learning styles towards student’s critical thinking ability

2020 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
A. Jauhar Fuad
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Analytical Technique ◽  
Critical Thinking Ability ◽  
Thinking Ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

scholarly journals Implementation of Active Learning Methods in Nursing Undergraduate Study Programs – A Group Interview

2021 ◽  
Author(s):  
Sanela Pivač ◽  
Brigita Skela-Savič ◽  
Duška Jović ◽  
Mediha Avdić ◽  
Sedina Kalender-Smajlović
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Active Learning ◽  
Nurse Educators ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Learning Methods ◽  
Positive Effect

Abstract Background: Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding the use and effects of implementing active learning methods (Peyton's Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Methods: Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. 14 nurse educators participated. Group interviews were conducted in September 2019. Content analysis of the discussion transcriptions was conducted. Results: The obtained categories form four topics: 1) positive effect on the development of students' communication skills 2) positive effect of learning methods on the development of students' critical thinking skills 3) ensuring a safe learning environment 4) implementation of active learning methods.Conclusions: The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

scholarly journals Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning

2020 ◽  
Vol 19 (2) ◽  
pp. ar16
Author(s):  
C. Daniel Riggs ◽  
Sohee Kang ◽  
Olivia Rennie
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Positive Impact ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Course Materials ◽  
And Performance ◽  
Proven Method

Active-learning exercises such as the generation of exam questions are a proven method of increasing student engagement and promoting critical-thinking skills. Students were encouraged to use questions generated by their peers to help promote learning of course materials. A statistically significant correlation between use and performance is reported.

Sign in / Sign up

Export Citation Format

Share Document