Promoting Critical Thinking Through Service Learning

2018 ◽  
Vol 45 (2) ◽  
pp. 193-199 ◽  
Author(s):  
Cynthia G. Campbell ◽  
Brianna R. Oswald
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Learning Experience ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Home Visitors ◽  
Vulnerable Families ◽  
Higher Education Instruction ◽  
Psychology Course

As stated in APA Learning Outcomes 2 and 3, two central goals of higher education instruction are promoting students’ critical thinking skills and connecting student learning to real-life applications. To meet these goals, a community-based service-learning experience was designed using task value, interpersonal accountability, cognitive dissonance, and guided reflection, and was implemented to motivate and promote students’ critical thinking skills in a human development psychology course. Students in this course served as home visitors or support-group facilitators to vulnerable families and reflected on their experiences in class assignments. Qualitative evidence from class discussions and journal entries, and quantitative data from the analysis of student essays, suggest that the majority of students engaged in critical thinking skills across the semester, particularly in using a broader locus for understanding and addressing issues experienced by their client families.

Accounting for Giraffes at a For-Profit Zoo - A Case Study

2015 ◽  
Vol 1 (1) ◽  
pp. 99
Author(s):  
James Penner ◽  
Jagjit Singh Saini
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Accounting ◽  
Problem Solving Skills ◽  
Generally Accepted Accounting Principles ◽  
For Profit ◽  
Real Life Situation

This case is based on the accounting at a for-profit zoo. It provides students with an opportunity to explore and apply the Accounting Standards Codification (ASC) using a real-life example. This case challenges the students to use critical thinking skills to identify the relevant standards, as there is no direct reference in the ASC for accounting at a for-profit zoo.  An assessment of the students indicates that the case provides a useful learning experience in interpreting and applying the authoritative Generally Accepted Accounting Principles (GAAP) in a real-life situation. Additionally, the assessment results indicate that the case helps students to enhance their critical thinking, teamwork and problem-solving skills. This case could be used in any intermediate or advanced financial accounting class in which students are expected to use the ASC and learn the application of GAAP.    

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 Research Based Learning (RBL): How to Improve Critical Thinking Skills?

2018 ◽  
Vol 42 ◽  
pp. 00042 ◽  
Author(s):  
Tri Saptuti Susiani ◽  
Moh Salimi ◽  
Ratna Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Self Regulation ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Future Teachers ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

Thinking Like a Psychologist Introductory Psychology Writing Assignments

2017 ◽  
Vol 44 (4) ◽  
pp. 335-341
Author(s):  
Diane Keyser Wentworth ◽  
Lona Whitmarsh
Keyword(s):  
Critical Thinking ◽  
Psychology Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
General Psychology ◽  
Mental Processes ◽  
Writing Assignments ◽  
Two Samples ◽  
Student Reactions ◽  
Psychology Course

Teaching the general psychology course provides instructors with the opportunity to invite students to explore the dynamics of behavior and mental processes through the lens of theory and research. Three innovative writing assignments were developed to teach students to think like a psychologist, operationalized as enhancing critical thinking, applying research concepts, and resisting plagiarism. The assignments were evaluated with two samples of general psychology students. In Sample 1, student reactions to the assignments were uniformly positive. In Sample 2, students were assessed directly on their critical thinking skills using a set of three scenarios. An increase in students’ ability to think critically was found. Therefore, these assignments were successful in helping develop our students’ ability to think like a psychologist.

scholarly journals A SURVEY ANALYSIS OF PRE-SERVICE CHEMISTRY TEACHERS' CRITICAL THINKING SKILLS

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Critical Thinking ◽  
Grade Level ◽  
Learning Experience ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Survey Analysis ◽  
Chemistry Teachers ◽  
Significant Difference

This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.

scholarly journals Case Briefs in Legal English Classes

2016 ◽  
Vol 45 (1) ◽  
pp. 7-20 ◽  
Author(s):  
Stĕpánka Bilová
Keyword(s):  
Critical Thinking ◽  
Collaborative Work ◽  
Legal Reasoning ◽  
Real Life ◽  
Relevant Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Legal Issue ◽  
Learning Activity ◽  
English Classes

Abstract A case brief can be described as a succinct summary of a case which specifies the facts, procedural history, legal issue(s), court decision and legal reasoning supporting the judgment, even though exact formats may vary. Case briefing is a demanding activity which is required from students during their law studies. The goal is to teach students to focus on the essential parts of the case and to obtain a thorough understanding of the case and the reasoning, which means the students need to employ their analytical and critical thinking skills. The course of English for academic legal purposes (as part of English for specific purposes) can also benefit from implementing case briefs. Students are exposed to useful legal vocabulary while the cases themselves bring real life examples of the law, which can increase students’ interest and motivation. The paper briefly introduces the literature on the methodology of teaching case briefing and on case briefs within the linguistics research and then describes a sample activity on case briefs from legal English classes. My experience shows that it is important to provide students with sufficient scaffolding for completing the task successfully. Even though the students feel they are easily and quickly acquainted with the format and the language used, they encounter problems when preparing particular cases. The activity combines both individual and collaborative work, oral and written outputs and peer reviewing. Case briefing is a valuable learning activity; nevertheless, some students may find it difficult as they need not only language skills, but also general critical thinking skills. The teacher should therefore facilitate their work, help them practice the ability to find relevant information, identify the issue, and comprehend the reasoning behind.

scholarly journals PENGARUH MODEL INQUIRY LEARNING DAN DIRECT INSTRUCTION DALAM PENDIDIKAN JASMANI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 3 (1) ◽  
pp. 48-56
Author(s):  
Eko Prasetyo
Keyword(s):  
Critical Thinking ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Experience ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Measurement Tool ◽  
Student Centered ◽  
Student Centered Learning

This study aims to determine the effect between instructional model Inquiry Learning and Direct Instruction to critical thinking skills of Junior High School children in accordance with gender differences between men and women. The method used in this research is to use the experimental method using a quantitative approach with the type of case study. In this study, the measurement tool is a questionnaire that the author quotes from the questionnaire Bambang Abduljabar. The results of this study are: Inquiry learning model in learning pemas can improve students' critical thinking skills without feared will be influenced by sex differences in students. The more student-centered learning of lead will contribute positively to the students' cognitive development, even giving the student a pleasurable learning experience.

scholarly journals Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto

2017 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Sudar Kajin
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Learning Experience ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Islamic Education ◽  
Learning Tool ◽  
Innovative Learning ◽  
Interesting Learning

Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

scholarly journals Reflections On Service-Learning, Critical Thinking, And Cultural Competence

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Lynette R. Goldberg ◽  
Kathy L. Coufal
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Cultural Competence ◽  
Community Involvement ◽  
Intellectual Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Developmental Trajectory ◽  
Significant Difference ◽  
Before And After

In today’s increasingly multicultural society, students need to be prepared for the work world they will encounter. Well-developed critical thinking skills appear essential to needed cultural competence. With its focus on community involvement, deep reflection and civic engagement, the possibility that Service-Learning (SL) could improve students’ critical thinking abilities, and thus contribute to students’ intellectual development and cultural competence, was explored. The critical thinking abilities of a group of 4th and 5th year university students were measured before and after 12 weeks of community-based experiences. The 4th year students were involved in an integrated SL course. The 5th year students had completed the SL course the previous year. There was a significant difference between the two groups with the 5th year students better able to think critically, particularly in deducing conclusions and evaluating arguments. Both quantitative and qualitative data from the two groups revealed a non-linear developmental trajectory of skills that provide insights for professionals in higher education.

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