scholarly journals The Role of the Introductory Sociology Course on Students' Perceptions of Achievement of General Education Goals

2007 ◽  
Vol 35 (3) ◽  
pp. 209-222 ◽  
Author(s):  
Jay Howard ◽  
Aimee Zoeller
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Class Discussion ◽  
Writing Assignments ◽  
Introductory Sociology ◽  
Education Goals

As higher education accreditation agencies emphasize achievement of general education learning goals for undergraduate students, departments are increasingly required to identify and assess the contributions of their disciplines to achievement of these goals. This exploratory study conducted at a large urban university and its satellite campus seeks to identify students' perceptions of the contributions of the Introduction to Sociology course to the general education goals specified by a single university. This study also seeks to identify the most frequently used pedagogies used by introductory sociology instructors. Results indicate students perceive that Introduction to Sociology facilitates achievement of critical thinking skills, integration and application of knowledge, and understanding of society and culture. Results also indicate that lecture is a nearly ubiquitous teaching strategy. Students report instructors utilize in-class discussion frequently. Small group activities, writing assignments, videos, and online discussion were less frequently utilized.

scholarly journals Mind Maps: Useful Schematic Tool For Organizing And Integrating Concepts Of Complex Patient Care In The Clinic And Classroom

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Genevieve Pinto Zipp ◽  
Cathy Maher ◽  
Anthony V. D'Antoni
Keyword(s):  
Graduate Students ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Mind Mapping ◽  
Complex Patient ◽  
Learning Technique ◽  
Mind Maps ◽  
The Mind

Academicians are always trying to answer the question, “What is the most effective way to teach?” Finding the answer to this question is no easy task but recognizing that each teachable moment must be shaped based upon the learner, task, and the environment enable the academician to consider viable teaching strategies that would promote the learning goals. The purposes of this paper are first, to describe one teaching strategy “Mind Mapping Learning Technique (MMLT)”; second, to provide an understanding of how the MMLT is used to promote critical thinking skills in graduate students; and finally, to assess students perceptions regarding the use of the mind mapping learning technique as a tool to enable them to better organize, prioritize, and integrate material presented in a course.

scholarly journals Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Ana L. Porzecanski ◽  
Adriana Bravo ◽  
Martha J. Groom ◽  
Liliana M. Dávalos ◽  
Nora Bynum ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Case Studies ◽  
Undergraduate Students ◽  
Conservation Biology ◽  
Classroom Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Process Skills

Critical thinking (CT) underpins the analytical and systems-thinking capacities needed for effective conservation in the 21st century but is seldom adequately fostered in most postsecondary courses and programs. Many instructors fear that devoting time to process skills will detract from content gains and struggle to define CT skills in ways relevant for classroom practice. We tested an approach to develop and assess CT in undergraduate conservation biology courses using case studies to address both challenges. We developed case studies with exercises to support content learning goals and assessment rubrics to evaluate student learning of both content and CT skills. We also developed a midterm intervention to enhance student metacognitive abilities at a light and intensive level and asked whether the level of the intervention impacted student learning. Data from over 200 students from five institutions showed an increase in students’ CT performance over a single term, under both light and intensive interventions, as well as variation depending on the students’ initial performance and on rubric dimension. Our results demonstrate adaptable and scalable means for instructors to improve CT process skills among undergraduate students through the use of case studies and associated exercises, aligned rubrics, and supported reflection on their CT performance.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals CARD GAME TO IMPROVE CRITICAL THINKING

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Julia Gressick ◽  
Joel B. Langston
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Social Contexts ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Social Reasoning ◽  
Classroom Implementation ◽  
Iterative Design

Fostering critical thinking skills is a ubiquitous goal across disciplines and social contexts. Productive solutions to educational, content-based and social problems can emerge through well-reasoned conversation. How best to support the development of these skills has been a topic of debate. In this study, we investigated the design and effectiveness of a card-based game focused on undergraduate student understanding of common fallacies in thinking. 13 Fallacies was designed with the intention of improving students’ reasoning. In our study, we completed an iterative design phase, play testing phase and have collected data on student learning outcomes from two semesters as a result of classroom implementation. Results indicate that 13 Fallacies improved student understanding of common fallacies in thinking and promoted social reasoning for at-risk undergraduate students.

scholarly journals Critical thinking skills: The academic ability, mastering concepts and analytical skill of undergraduate students

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tutut Indria Permana ◽  
Iin Hindun ◽  
Ndzani Latifatur Rofi'ah ◽  
Ardiani Samti Nur Azizah
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Technology Development ◽  
Biology Education ◽  
Thinking Skills ◽  
Academic Ability ◽  
Critical Thinking Skills ◽  
Final Exam ◽  
Correlated Factors ◽  
Analytical Skill

Science and technology development in the 21st-century has been demanding educators to provide learning activities which stimulate students’ critical thinking skills. This study aimed to find out the correlated factors of the students’ critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All of the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students’ critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students’ critical thinking skills.

scholarly journals PENGARUH STRATEGI RECIPROCAL TEACHING TERHADAP KETERAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN TEMATIK KELAS V SD

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Sundahry Sundahry ◽  
Yanti Fitria ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Critical Thinking ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reciprocal Teaching ◽  
Educational Goals ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quasi Experimental

Abstract:. The basic criteria of integrated teaching are: teaching includes educational goals in which learners actively participate in the learning process, teaching begins with a theme relevant to the learner's life, learners engage in learning and active thinking processes to practice critical thinking skills. Critical thinking skill is an activity of thinking about an idea or idea related to a given concept or a presented problem. Critical thinking is also understood as the activity of analyzing ideas or ideas in a more specific way, distinguishing them sharply, choosing, identifying, studying, and developing them in a more perfect direction. The purpose of this study was to investigate: the influence of reciprocal teaching strategies on the critical thinking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is porpusive sampling. Data from the research results obtained from critical thinking skills tests. The results showed that the critical thinking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning. Keyword: Reciprocal teaching, Critical Thinking Skill, Thematic Abstrak: Kriteria mendasar tentang pengajaran terintegrasi antara lain; pengajaran meliputi tujuan pendidikan dalam hal peserta didik secara aktif berpartisipasi dalam proses belajar, pengajaran dimulai dari suatu tema yang relevan dengan kehidupan peserta didik, peserta didik terlibat dalam proses belajar dan berpikir aktif untuk melatih keterampilan berpikir kritis. Keterampilan berpikir kritis adalah suatu kegiatan cara berpikir tentang ide atau gagasan yang berhubungan dengan konsep yang diberikan atau masalah yang dipaparkan. Berpikir kritis juga dipahami sebagai kegiatan menganalisis idea atau gagasan ke arah yang lebih spesifik, membedakannya secara tajam, memilih, mengidentifikasi, mengkaji, dan mengembangkannya ke arah yang lebih sempurna. Tujuan penelitian ini adalah untuk menyelidiki: pengaruh strategi reciprocal teaching terhadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian jenis quasi eksperimen. Populasinya adalah seluruh peserta didik di SD Nanggalo Tarusan Pesisir Selatan dan sampelnya adalah peserta didik kelas VA dan VB sebanyak 50 orang. Teknik pengeambilan sampel ini porpusive sampling. Data dari hasil penelitian diperoleh dari tes keterampilan berpikir kritis. Hasil penelitian menunujukan bahwa keterampilan berpikir kritis peserta didik yang diberi strategi reciprocal teaching lebih tinggi dibandingkan pembelajaran konvesional.Kata Kunci: Reciprocal teaching, Keterampilan Berpikir Kritis, Tematik

Second Round Electronics: A Case for Critical Thinking

2013 ◽  
Vol 28 (4) ◽  
pp. 983-989 ◽  
Author(s):  
Nathalie Johnstone ◽  
Brandy Mackintosh ◽  
Fred Phillips
Keyword(s):  
Critical Thinking ◽  
Financial Reporting ◽  
Emerging Technologies ◽  
Financial Statements ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Accounting ◽  
Class Discussion ◽  
For Profit ◽  
Writing Assignment

ABSTRACT This instructional case requires students to provide advice to a client who is currently the sole owner of a for-profit company that reconditions and sells used electronics. The client is considering purchasing a similar company with the vision of expanding into the sales and service of emerging technologies. The target company's unaudited financial statements contain questionable accounting choices and judgments that appear to enable the company to meet external financial reporting constraints. In their role as financial advisers, students are expected to use critical thinking skills to identify and evaluate questionable choices in the target company's financial statements. This case is suitable for use in introductory and intermediate financial accounting as well as introductory auditing and assurance courses, and can be used as a context for in-class discussion, as a basis for exam questions, and/or as a writing assignment. Assessment rubrics and Teaching Notes accompany the case for use by instructors.

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