Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University

Three scores were used to predict how 38 students who received A grades and 25 students who received C grades in introductory psychology courses differed in learning style and critical thinking skills. The subjects were 63 students enrolled in undergraduate psychology classes with one instructor. Students were given course outlines, test schedules, and scores on their tests and reports and computed their own course standing throughout the semester. At the beginning of the semester, students responded to the Inventory of Learning Processes and Watson-Glaser Critical Thinking Appraisal. Ten scores on the two inventories were analyzed by discriminant function analysis which showed that the combination of the three test scores: Deep Processing and Methodical Study (from the Inventory of Learning Processes) and the Total Critical Thinking (from the Watson-Glaser Critical Thinking Appraisal) correctly classified 84.2% of the students with A grades and 68.0% of the students with C grades.

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Relationships among Critical Thinking Skills, Academic Achievement, and Misconceptions about Psychology

Psychological Reports ◽

10.2466/pr0.1992.71.2.635 ◽

1992 ◽

Vol 71 (2) ◽

pp. 635-639 ◽

Cited By ~ 14

Author(s):

Lynn E. McCutcheon ◽

Esther Hanson ◽

Jennifer M. Apperson ◽

Vincent Wynn

Keyword(s):

Critical Thinking ◽

Test Scores ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Choice Test ◽

Stepwise Multiple Regression ◽

Multiple Choice Test ◽

Beginning Students ◽

Introductory College ◽

Common Misconceptions

Two groups of 60 students each were selected from introductory college psychology classes. One consisted of high academic achievers, the other of average achievers. They were given the McCutcheon Test of Misconceptions, a 65-item, multiple-choice test designed to measure common misconceptions about psychology. Subsequently, they were also given the Watson-Glaser Critical Thinking Appraisal. Both groups made many errors on the McCutcheon test, but high academic achievers made significantly fewer errors on both the McCutcheon test and the Watson-Glaser than average achievers. A stepwise multiple regression consisting of Watson-Glaser subscales 1 (the ability to draw valid inferences) and 4 (ability to weigh and interpret evidence) and GPA successfully predicted McCutcheon test scores ( R = .43). This suggests that even beginning students with high grades and good critical thinking skills are likely to harbor many misconceptions about psychology.

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Psychometric Analysis of the Minnesota Test of Critical Thinking

Psychological Reports ◽

10.2466/pr0.95.1.3-9 ◽

2004 ◽

Vol 95 (1) ◽

pp. 3-9 ◽

Cited By ~ 1

Author(s):

Laird R. O. Edman ◽

Jennifer Robey ◽

William M. Bart ◽

Jenzi Silverman

Keyword(s):

Critical Thinking ◽

Test Scores ◽

Latent Trait ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Psychometric Analysis ◽

Postsecondary Students ◽

The Past ◽

Adult Participants ◽

Critical Thinking Instruction

With the increase over the past two decades in interest in critical thinking instruction, reliable and valid means for measuring critical thinking are necessary. The Minnesota Test of Critical Thinking was developed to measure critical thinking as defined by the American Philosophical Association in 1990. The present purpose was to explore the structure and reliability of the intervention and its instantiation of the critical thinking framework. Analyses of responses from 151 adult participants gave estimates of reliability varying from .29 to .78. A factor analysis of the test scores supported critical thinking conceptualized as a single, latent trait. With further refinement, the invention should become a valuable measure of general critical thinking skills of upper-division secondary and postsecondary students.

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Critical Thinking Exercises in the Classroom are Helpful but not Sufficient for Improving Critical Thinking Test Scores

Evidence Based Library and Information Practice ◽

10.18438/b84k64 ◽

2014 ◽

Vol 9 (2) ◽

pp. 25

Author(s):

Heather L Coates

Keyword(s):

Critical Thinking ◽

Information Seeking ◽

Test Scores ◽

Intervention Group ◽

The United States ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Quasi Experimental ◽

Educational Testing Service

A Review of: Wallace, E. D., & Jefferson, R. N. (2013). Developing Critical Thinking Skills For Information Seeking Success. New Review of Academic Librarianship, 19(3): 246-255. Objective – To determine whether a series of workbook exercises contributed to improved critical thinking test scores. Design – Post-test design with a quasi-experimental control group. Setting – Military college in the United States of America. Subjects – 76 undergraduates enrolled in a required freshman orientation seminar. Methods – Approximately one third of the enrolled participants (n=26) were provided with a copy of the book Critical Thinking: Building the Basics. A subset of exercises was completed independently over three to four class sessions during the first three weeks of the semester. The control group (n=50) did not receive any critical skills thinking instruction. The iCritical Thinking Skills Test, an online exam provided by Educational Testing Service (ETS), was administered to both groups during a class session. The exam consists of 7 types of tasks: define, access, evaluate, manage, integrate, create, communicate, evaluated using 14 tasks based on real-world scenarios. Main Results – Approximately 20% (15) of all students passed the test, 9 from the intervention group and 6 from the control group. Significant differences were detected between the groups on the Integrate and Manage subtests. The range for individual subtests and total scores was wide. Scores for two of the seven subtests, Create and Evaluate, showed the greatest amount of variability; the Communicate subtest scores had the least. Conclusion – Limitations of the study include potential motivational differences between the groups. Students who completed workbook exercises appeared to be motivated to do well on the test, while those who did not seemed less motivated. The effectiveness of exercises in developing critical thinking skills in this study will persuade administrators to consider using such exercises in the classroom.

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Thinking Higher: Developing Critical Thinking Skills in Pre-Reading and Reading Activities

Perspectives on School-Based Issues ◽

10.1044/sbi4.2.18 ◽

2003 ◽

Vol 4 (2) ◽

pp. 18-19

Author(s):

Michele M. Christon

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Reading Activities

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PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v9i2.342 ◽

2017 ◽

Vol 9 (2) ◽

pp. 99

Author(s):

St Fatimah Azzahra

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Problem ◽

Group Problem ◽

Control Group Design ◽

Group Design ◽

Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i4.7518 ◽

2019 ◽

Vol 3 (4) ◽

pp. 772

Author(s):

Leni Suryani

Keyword(s):

Critical Thinking ◽

Data Collection ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Competence ◽

Collection Data ◽

High Level ◽

Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

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CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Maifalinda Fatra ◽

A Rizki ◽

Tita Khalis Maryati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Simple Explanation ◽

Critical Thinking Ability ◽

Thinking Ability

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

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ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

Konfigurasi Jurnal Pendidikan Kimia dan Terapan ◽

10.24014/konfigurasi.v3i2.7622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 93

Author(s):

Neti Afrianis

Keyword(s):

Critical Thinking ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Correlation And Regression Analysis ◽

Skills Learning ◽

Relationship Of ◽

The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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Promoting students’ critical thinking through reading strategy instruction in a reading class

Indonesian JELT ◽

10.25170/ijelt.v11i2.1494 ◽

2016 ◽

Vol 11 (2) ◽

pp. 133-151

Author(s):

K.R. Vinitha Rani

Keyword(s):

Critical Thinking ◽

Language Learners ◽

Second Language Learners ◽

Strategy Instruction ◽

Thinking Skills ◽

Reading Strategy ◽

Critical Thinking Skills ◽

Reading Strategy Instruction ◽

Two Stages ◽

Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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