scholarly journals A Study on Teaching Methods for Children to Foster Independence and Critical Thinking Skills

2020 ◽  
Vol 61 (2) ◽  
pp. 309-320
Author(s):  
Takashi NAKAYAMA ◽  
Kento MOMOHARA ◽  
Hiroyoshi KINOSHITA
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills

Clinical Teaching Methods for Stimulating Students' Critical Thinking

2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Decision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Integral Role ◽  
Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

Pengembangan metode pembelajaran Quantum Teaching mata pelajaran Bahasa Arab kelas V pada MI Nurul Huda I Miji dan MI Nurul Huda 2 Surodinawan Kota Mojokerto.

2017 ◽  
Vol 1 (1) ◽  
pp. 71
Author(s):  
Muhammad Andi Isya'
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Trial Data ◽  
Critical Thinking Skills ◽  
Teaching Skills ◽  
Test Results ◽  
Teaching Learning ◽  
New Formula ◽  
Model View

Over time, education experts have successfully created a new formula had appalling education. Bobby DePorter one education expert has created a new and practical way to affect the mental state of students conducted by the teacher. All were summarized in Quantum Teaching, which means the conversion of a variety of interactions that exist within the students into something beneficial for both the students themselves and for others. The purpose of this development study is: it produces the product of the teaching methods that are implemented Quantum Teaching Skills Approach process consisting of manual teaching methods Quantum Teaching. Products Quantum Teaching learning method has been refined based on the analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on test results of theoretical and empirical are: assessment experts do not indicate a revision, but the results of the questionnaire, the revision by the student based on the questionnaire: (1) Changing procedure of evaluation in the use of the model (2) Fix the model view or change strategy learning. 2.) The products developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, Quantum Learning methods Teaching to develop critical thinking skills is fit for use for learning .5) products developed can increase students' motivation, and motivation is one of the conditions of implementation of productive learning model in the form method Quantum teaching learning to develop critical thinking skills.

Pengembangan metode pembelajaran Quantum Teaching mata pelajaran Bahasa Arab kelas V pada MI Nurul Huda I Miji dan MI Nurul Huda 2 Surodinawan Kota Mojokerto.

2017 ◽  
Vol 1 (1) ◽  
pp. 71
Author(s):  
Muhammad Andi Isya'
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Trial Data ◽  
Critical Thinking Skills ◽  
Teaching Skills ◽  
Test Results ◽  
Teaching Learning ◽  
New Formula ◽  
Model View

Over time, education experts have successfully created a new formula had appalling education. Bobby DePorter one education expert has created a new and practical way to affect the mental state of students conducted by the teacher. All were summarized in Quantum Teaching, which means the conversion of a variety of interactions that exist within the students into something beneficial for both the students themselves and for others. The purpose of this development study is: it produces the product of the teaching methods that are implemented Quantum Teaching Skills Approach process consisting of manual teaching methods Quantum Teaching. Products Quantum Teaching learning method has been refined based on the analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on test results of theoretical and empirical are: assessment experts do not indicate a revision, but the results of the questionnaire, the revision by the student based on the questionnaire: (1) Changing procedure of evaluation in the use of the model (2) Fix the model view or change strategy learning. 2.) The products developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, Quantum Learning methods Teaching to develop critical thinking skills is fit for use for learning .5) products developed can increase students' motivation, and motivation is one of the conditions of implementation of productive learning model in the form method Quantum teaching learning to develop critical thinking skills.

scholarly journals Improving critical thinking using web based argument mapping exercises with automated feedback

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Sam Butchart ◽  
Daniella Forster ◽  
Ian Gold ◽  
John Bigelow ◽  
Kevin Korb ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Natural Language ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Web Based ◽  
Argument Mapping ◽  
Post Test ◽  
Automated Feedback ◽  
Mapping Exercise

<span>In this paper we describe a simple software system that allows students to practise their critical thinking skills by constructing argument maps of natural language arguments. As the students construct their maps of an argument, the system provides automatic, real time feedback on their progress. We outline the background and theoretical framework that led to the development of the system and then give a detailed example of how a student would work through a particular argument mapping exercise using the software. We then describe how the system was used in a single semester undergraduate critical thinking course. We evaluated the course using a standardised critical thinking test and measured an improvement in critical thinking skills of 0.45 standard deviations from pre-test to post-test; a modest, but encouraging result for a single semester course. We compare these results to those obtained in a number of other critical thinking courses, incorporating a variety of teaching methods. We conclude the paper with some comments on the limitations of the system and ways in which it might be improved and extended.</span>

scholarly journals Pengaruh Metode Pembelajaran dan Gaya Belajar terhadap Kemampuan Berpikir Kritik Biologi

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Subhan Harie
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Learning Styles ◽  
Interaction Effect ◽  
Teaching Methods ◽  
Interaction Analysis ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significance Level

<p>The aim of this study was to determine 1) The interaction effect between teaching methods and learning styles of the ability to think criticism biology, 2) Critical thinking skills of biology that uses the learning Problem Solving and Problem Posing, and, 3) Critical thinking skills biology to has studied the style of visual, auditory and kinesthetic learning styles. The method used is experiment. Affordable population are students of class IX in south Jakarta SMPN 131 is 198 students. Samples numbered 72 students. The sampling technique was multistage sampling<em>. </em>The instrument used is a biological test critical thinking skills and test results learners learning styles questionnaire. The data analysis using descriptive statistics and analysis of variance (ANOVA) in both directions. The results of the study hypothesis was obtained conclusions: 1) There is no interaction effect between teaching methods and learning styles on learning outcomes biology students. Interaction analysis using ANOVA obtained Fo = 2.235 and Sig. = 0.115&gt; 0.05 at the 5% significance level. 2) There is a learning method influence on the ability to think criticism. Results of the analysis of data between classes using ANOVA obtained Fo = 20.309 and Sig. = 0.000 &lt;0.05 at the 5% significance level. 3) There is no learning styles influence on the ability to think criticism biology. The results of data analysis using ANOVA obtained Fo = 0.414 and Sig. = 0.663&gt; 0.05 at the 5% significance level.</p><p> Keywords: Method of Learning, Learning Styles, Thinking Criticism.</p><p><strong> </strong></p>

scholarly journals Students’ Critical Thinking Skills in Group Discussion: The Case Study of Fifth Grade Students in Sukma Bangsa Bireuen Elementary School

2018 ◽  
Vol 2 (1) ◽  
pp. 67-92
Author(s):  
Asrita Asrita ◽  
Nurhilza Nurhilza
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Care Evaluation

This study is concerned with group discussion as one of the teaching methods can identify the emergence of students’ critical thinking skills in fifth grade students of Sukma Bangsa School. The purpose of this study was classified fourteen critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation, being, reflection, reviewing) which emerged in the learning process using group discussion. The study showed that eleven critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation) could be found in fifth grade students, while three of them  are missing (being, reflection, reviewing). It could be concluded that the students’ ability to think critically was developed after getting experiences in learning by using group discussion. However, an important factor in fostering students’ critical thinking skills was teachers’ involvement. Thus, teachers need to fully participate to stimulate students to express their critical thinking skills in the learning process.[Artikel ini membahas tentang diskusi group sebagai salah satu metode mengajar dapat mengindentifikasi terbentuknya kemampuan siswa dalam berpikir kritis terutama siswa kelas 5 di Sekolah Sukma Bangsa. Tujuan dari penelitian ini adalah mengklasifikasi 14 konsep berpikir kritis (praktik, aksi, manajemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisa, appraisal, interpretasi, being, refleksi, dan mereview) dapat muncul dalam proses pembelajaran dengan menggunakan diskusi group. Hasil penelitian menunjukkan bahwa tujuh konsep berpikir kritis (praktik, aksi, managemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisis, appraisal dan interpretasi) telah ditemukan pada siswa kelas 5, sementara tiga lainnya tidak (being, refleksi dan review). Sehingga dapat disimpulkan bahwa kemampuan siswa untuk berpikir kritis telah terbentuk setelah melalui proses pembelajaran dengan menggunakan diskusi group. Meskipun fakor terpenting untuk memunculkan kemampuan siswa berpikir kritis adalah keterlibatan seorang guru. Maka guru-guru perlu berperan aktif menstimulasi siswa untuk mengeluarkan kemampuan berpikir kritisnya dalam proses pembelajaran.]

scholarly journals Students’ Critical Thinking Skills in Group Discussion: The Case Study of Fifth Grade Students in Sukma Bangsa Bireuen Elementary School

2018 ◽  
Vol 2 (1) ◽  
pp. 67-92
Author(s):  
Asrita Asrita ◽  
Nurhilza Nurhilza
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Care Evaluation

This study is concerned with group discussion as one of the teaching methods can identify the emergence of students’ critical thinking skills in fifth grade students of Sukma Bangsa School. The purpose of this study was classified fourteen critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation, being, reflection, reviewing) which emerged in the learning process using group discussion. The study showed that eleven critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation) could be found in fifth grade students, while three of them  are missing (being, reflection, reviewing). It could be concluded that the students’ ability to think critically was developed after getting experiences in learning by using group discussion. However, an important factor in fostering students’ critical thinking skills was teachers’ involvement. Thus, teachers need to fully participate to stimulate students to express their critical thinking skills in the learning process.[Artikel ini membahas tentang diskusi group sebagai salah satu metode mengajar dapat mengindentifikasi terbentuknya kemampuan siswa dalam berpikir kritis terutama siswa kelas 5 di Sekolah Sukma Bangsa. Tujuan dari penelitian ini adalah mengklasifikasi 14 konsep berpikir kritis (praktik, aksi, manajemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisa, appraisal, interpretasi, being, refleksi, dan mereview) dapat muncul dalam proses pembelajaran dengan menggunakan diskusi group. Hasil penelitian menunjukkan bahwa tujuh konsep berpikir kritis (praktik, aksi, managemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisis, appraisal dan interpretasi) telah ditemukan pada siswa kelas 5, sementara tiga lainnya tidak (being, refleksi dan review). Sehingga dapat disimpulkan bahwa kemampuan siswa untuk berpikir kritis telah terbentuk setelah melalui proses pembelajaran dengan menggunakan diskusi group. Meskipun fakor terpenting untuk memunculkan kemampuan siswa berpikir kritis adalah keterlibatan seorang guru. Maka guru-guru perlu berperan aktif menstimulasi siswa untuk mengeluarkan kemampuan berpikir kritisnya dalam proses pembelajaran.]

scholarly journals DEVELOPMENT OF CRITICAL THINKING AND FOREIGN LANGUAGE COMPETENCY IN THE TRAINING OF EXPERTS FOR THE HOSPITALITY INDUSTRY, TOURISM AND INTERNATIONAL BUSINESS

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Svitlana I. Medynska ◽  
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
International Business ◽  
Teaching Methods ◽  
Hospitality Industry ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Professional Activities ◽  
Methods And Techniques ◽  
Language Competency

The article covers the issues related to the implementation of the competency approach in the training of future professionals in the hospitality industry, tourism and international business to make them fully equipped for professional activities by developing their critical thinking skills while forming the foreign language competency. Findings of the domestic and foreign research on the definition of critical thinking, determination of its role in professional activities, characteristics and main components show that it plays a crucial role in a wide range of domains, hence, has to be properly developed to enhance competitiveness of the graduates on the local and international labour markets. The role of a foreign language as a stimulating factor for the development of critical thinking skills is significant, and it is possible to make a conclusion that studying a foreign language is more beneficial in comparison with the mother tongue in these terms. Therefore, the goals of the curriculum should not be limited to but go beyond the linguistic factors for the development of critical thinking skills by analyzing reliable foreign sources of information and applying relevant teaching methods and techniques. There is a perfect match between particular critical thinking skills, teaching methods and techniques used in the foreign language classes and intended learning outcomes, which can be justified by the given examples of application of the specific critical thinking skills in educational and professional activities. These teaching methods and techniques include a wide range of activities, e. g. case studies, brainstorming sessions, discussion and debate, making individual and group presentations and projects, writing different types of essay and business correspondence, etc, which help not only develop students’ foreign language competency but improve their global skills like collaboration, creativity and critical thinking. All these activities, if managed properly and followed up by the appropriate feedback, can make a great contribution to enhancing internal drives of the students in regard to their self-actualization, which is crucial for development of critical thinking. Finally, a number of recommendations for the development of critical thinking skills while forming the foreign language competence for the effective training of experts in the hospitality industry, tourism and international business have been outlined. The main recommendations include active use of openended questions and limitation of the closed ones; regular brainstorming sessions; allocation of the sufficient amount of time for the activities involving critical thinking; motivating students to disagree, find counterarguments, reach a compromise and take unbiased decisions; and making critical thinking a part of the learning environment, not just an activity. Such an analysis of critical thinking and the peculiarities of its development might contribute to the more effective application of the teaching methods and techniques in the foreign language classes and boost both critical thinking skills and development of the foreign language competency.

scholarly journals Towards Critical Thinking and Its Perception in Georgia (Tbilisi Open Teaching University Case)

2019 ◽  
Vol 4 (2) ◽  
pp. 53
Author(s):  
Sophia Moralishvili ◽  
Khatia Shevardnadze ◽  
Rusudan Tkeshelashvili
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Postgraduate Students ◽  
Essential Component ◽  
Advanced Technologies ◽  
Purpose Of Education ◽  
Educational Field

Critical thinking, as the highest expression of thought, has become a subject of major concern in recent years in the Georgian educational field. Although advanced technologies are replacing humans in many spheres of life, people still possess the skills which can never be substituted by machines. One such skill is critical thinking. Therefore, the main purpose of education is to develop and advance this ability. Within the frames of the presented study, we aimed to investigate students’ perception of their critical thinking at Tbilisi Open Teaching University. We also aimed to determine if students saw the necessity of mastering critical thinking skills and which teaching methods they considered as more effective. Up to 500 undergraduate and postgraduate students completed the survey. Findings indicate that students perceive critical thinking skills as the most significant and essential component in their education, but see different barriers while acquiring them. It is also noteworthy to note that students’ awareness of critical thinking skills and methods has considerably increased recently.

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