Critical thinking and economic instruction: One approach and six points of view

2021 ◽  
pp. 1-2
Author(s):  
Gail M. Hoyt
Keyword(s):  
Critical Thinking ◽  
Points Of View

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

scholarly journals Analysis of materials in virtual media space as a method for forming critical thinking of internet users

2020 ◽  
Vol 2020 (1) ◽  
pp. 189-194
Author(s):  
Natalya Galkina
Keyword(s):  
Social Networks ◽  
Critical Thinking ◽  
Young People ◽  
The Internet ◽  
Internet Resources ◽  
Internet Users ◽  
Media Space ◽  
Teacher Students ◽  
Points Of View

The relevance of this paper is due to the fact that in conditions of an overabundance of diverse information, there is a problem of its adequate perception. New forms of communication – the Internet and social networks – give not only new opportunities for communication and expression of the opinion, but they also create many vulnerabilities, ways of manipulating public opinion and consciousness. These questions are especially relevant for educators working with young people, whose worldview is in the process of formation, whose opinions, points of view are unstable, are influenced from outside, and mainly from Internet resources. The purpose of this article is to analyze and summarize the experience of working with students in the context of the development of critical thinking by the example of the study of comments on video messages on the YouTube channel. The description of the practical stages of the teacher-students interaction is given in accordance with the technology of teaching critical thinking. The role of the teacher and students in this process is determined. It is shown that the materials uploaded on popular Internet resources can and should be used not only for a purely practical, objective purpose, but also at a general educational, developing, worldview level, with the goal of forming critical thinking of Internet users.

METHODOLOGY OF DEVELOPING CRITICAL THINKING OF FUTURE TEACHERS

2021 ◽  
Vol 71 (3) ◽  
pp. 132-143
Author(s):  
M.Zh. Sultanbek ◽  
◽  
G.T. Sadvakas ◽  
А.Т. Аkzholova ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Initial Level ◽  
Future Teachers ◽  
Reading And Writing ◽  
University Teachers ◽  
Elective Course ◽  
Points Of View ◽  
The Individual ◽  
High Level ◽  
The University

The article describes the methodology of the development of critical thinking of the individual in the conditions of the university. The essence, the hierarchy of the categories "criticism", "critical thinking" are analyzed from the philosophical, psychological and pedagogical points of view. The levels of development of critical thinking of future teachers (initial level, intermediate level, high level) are characterized. The content of the methodology for the development of critical thinking of future teachers is offered on the model of the elective course program "Fundamentals of critical thinking" for students of 2-3 courses of higher education institutions. The content of the elective course, which we offer in the article, covers several topics. These are: "the content of normative legal acts related to the development of critical thinking of future teachers"; the philosophical Genesis of the concept of "critical thinking"; psychological and pedagogical features of the development of critical thinking; the main categories of the concept of critical thinking ("criticism", "thinking", etc.); the concept of D.D. Kluster's The methodological significance of the development of critical thinking of the individual; the principles of the development of critical thinking through reading and writing; critical thinking – a means of forming a methodological base; identification of critical thinking, special diagnostics". The methodology proposed in the article is intended for students and university teachers, including 15 hours of lectures, 30 hours of practical classes.

scholarly journals ENHANCING INTERACTIVITY IN GEOGRAPHY CLASS: FOSTERING CRITICAL THINKING SKILLS THROUGH TECHNOLOGY

2012 ◽  
Vol 50 (1) ◽  
pp. 32-45
Author(s):  
Kuo Hung Huang ◽  
Kai-Chi Hung ◽  
Ching-Ching Cheng
Keyword(s):  
Critical Thinking ◽  
Instructional Strategy ◽  
Thinking Skills ◽  
Geography Education ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Mediated Learning ◽  
Computer Mediated ◽  
Thinking Ability ◽  
Points Of View

To develop students’ critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes participated in the experiment. One class was taught using traditional methods whereas the instructional strategy of computer-mediated learning was adopted in the other. The findings showed that computer media designed for enhancing interactivity would facilitate teacher-pupil interaction and peer discussion, and consequently contributed to improve students’ comprehension of the geography curriculum content. In addition, the critical thinking ability of the high-achievement students was significantly improved. Key-words: computer-mediated learning; computer-assisted learning; critical thinking; geography education; interactivity.

scholarly journals Implementasi Silent Demonstration pada Open Learning Environments (OLEs) sebagai Penguatan Keterampilan 4C

2021 ◽  
Vol 7 (2) ◽  
pp. 70-80
Author(s):  
Diah Ambarumi Munawaroh
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Learning Environments ◽  
Learning Activity ◽  
Open Learning ◽  
Group Leaders ◽  
Multiple Points ◽  
Open Learning Environments ◽  
Points Of View ◽  
Depth Interviews

The purpose of this study is to describe the implementation of Silent Demonstration in Open Learning Environments and how these activities can integrate students to critical thinking, creative, communication, and collaboration in social studies subjects. The method used by the researcher is a phenomenological qualitative approach by describing the behavior, responses, actions of individuals and groups in the form of words and language, naturally (naturally). Data collection techniques through observations in grades VIII G and VIII H, in-depth interviews with subject teachers and group leaders of 14 students and documentation during the research. The research results are that the implementation of silent demonstrations in OLEs attracts students' attention through observations in understanding production, consumption and distribution activities so that learning objectives are achieved. This learning activity integrates integrated skills between Silent Demonstration which attracts students' attention through observation and Open Learning Environments (OLEs) which presents the context of a natural resource perspective from the environment.to build multiple points of view through tools/media as an effort to strengthen 4C learning (critical thinking, creative, collaborative and communicative)  

scholarly journals Mathematics - Challenges, Application and Future Direction in India

2021 ◽  
pp. 55-59
Author(s):  
Dr. Shashi Bhushan Rai
Keyword(s):  
Critical Thinking ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Educational Plan ◽  
Aggregation Of Information ◽  
Points Of View ◽  
The 1960S ◽  
Future Direction ◽  
Present World

Since the 1960s, various examinations on critical thinking have uncovered the intricacy of the space and the trouble in making an interpretation of exploration discoveries into training. The writing recommends that the effect of critical thinking research on the science educational plan has been restricted. Moreover, our aggregation of information on the educating of critical thinking is slacking. In this first conversation paper we at first present a sketch of 50 years of exploration on numerical critical thinking. We at that point consider a few factors that have kept down critical thinking research over the previous many years and offer a few bearings for how we may propel the field. We stress the pressing need to consider the idea of critical thinking in different fields of the present world and to likewise modernize our points of view on the instructing and learning of critical thinking and of numerical substance through critical thinking. Considerable hypothesis improvement is additionally long late—we show how new points of view on the advancement of critical thinking skill can add to hypothesis advancement in managing the plan of beneficial learning exercises. Specifically, we investigate a models and demonstrating viewpoint as an option in contrast to existing perspectives on critical thinking.

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

High Resolution Specimen Area Imaged Under Negligible Field Aberrations

1970 ◽  
Vol 28 ◽  
pp. 540-541 ◽  
Author(s):  
T. Yanaka ◽  
K. Shirota
Keyword(s):  
High Resolution ◽  
Field Distribution ◽  
Image Space ◽  
Beam Deflection ◽  
Objective Lens ◽  
Resolution Limit ◽  
Leakage Flux ◽  
Specimen Area ◽  
Points Of View ◽  
Aberration Theory

It is significant to note field aberrations (chromatic field aberration, coma, astigmatism and blurring due to curvature of field, defined by Glaser's aberration theory relative to the Blenden Freien System) of the objective lens in connection with the following three points of view; field aberrations increase as the resolution of the axial point improves by increasing the lens excitation (k2) and decreasing the half width value (d) of the axial lens field distribution; when one or all of the imaging lenses have axial imperfections such as beam deflection in image space by the asymmetrical magnetic leakage flux, the apparent axial point has field aberrations which prevent the theoretical resolution limit from being obtained.

Crystal structure images of large gold clusters and growing crystals by HRTEM

1984 ◽  
Vol 42 ◽  
pp. 428-429
Author(s):  
L.R. Wallenberg ◽  
J.-O. Bovin ◽  
G. Schmid
Keyword(s):  
Crystal Structure ◽  
Nucleation And Growth ◽  
Close Packing ◽  
Gold Clusters ◽  
Molecular Weight Determination ◽  
Growth Mechanisms ◽  
Starting Point ◽  
Different Types ◽  
Nucleation And Growth Mechanisms ◽  
Points Of View

Metallic clusters are interesting from various points of view, e.g. as a mean of spreading expensive catalysts on a support, or following heterogeneous and homogeneous catalytic events. It is also possible to study nucleation and growth mechanisms for crystals with the cluster as known starting point.Gold-clusters containing 55 atoms were manufactured by reducing (C6H5)3PAuCl with B2H6 in benzene. The chemical composition was found to be Au9.2[P(C6H5)3]2Cl. Molecular-weight determination by means of an ultracentrifuge gave the formula Au55[P(C6H5)3]Cl6 A model was proposed from Mössbauer spectra by Schmid et al. with cubic close-packing of the 55 gold atoms in a cubeoctahedron as shown in Fig 1. The cluster is almost completely isolated from the surroundings by the twelve triphenylphosphane groups situated in each corner, and the chlorine atoms on the centre of the 3x3 square surfaces. This gives four groups of gold atoms, depending on the different types of surrounding.

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