scholarly journals Using Literature and Innovative Assessments to Ignite Interest and Cultivate Critical Thinking Skills in an Undergraduate Neuroscience Course

2006 ◽  
Vol 5 (2) ◽  
pp. 167-174 ◽  
Author(s):  
Eileen Lynd-Balta
Keyword(s):  
Critical Thinking ◽  
Education Reform ◽  
Content Knowledge ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Perspectives ◽  
Reform Initiatives ◽  
Moral Issues ◽  
Approach To Teaching ◽  
Scientific Topic

Science education reform initiatives emphasize 1) the value of concepts over facts; 2) the benefits of open-ended, inquiry-based problem-solving rather than protocols leading to a single correct answer; and 3) the importance of a multidisciplinary approach to teaching that is not confined by departmental boundaries. Neuroscientists should be at the forefront of this movement by the very nature of the discipline we study. Neuroscience is a relatively new field that integrates diverse subjects (anatomy, physiology, pharmacology, molecular biology, computer science, and psychology) and experimental advances are constantly changing and expanding our understanding of brain function. How can we convey this excitement in the classroom? The project described in this article uses nonscientific literature to introduce a scientific topic of study. In addition, the multitask assignment requires the acquisition of content knowledge and the development of critical thinking skills. As students explore the topic from multiple perspectives, they recognize the interconnectedness of science and society and confront ethical and moral issues related to science. A comparison of exam scores, essay responses, engagement level, as well as students' own reflections, demonstrates that inclusion of the project does not sacrifice content knowledge, rather it enhances the overall learning process.

Formative Evaluations of Teaching

2017 ◽  
pp. 101-118
Author(s):  
Gina Mariano ◽  
Frank Hammonds ◽  
Sheridan Chambers ◽  
Gracie Spear
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Evaluation Process ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Perspectives ◽  
Student Evaluations Of Teaching ◽  
Assessment And Evaluation ◽  
Improve Student Learning

Students engaging in the assessment and evaluation process is becoming increasingly popular because it helps students become active participants in their own learning. In this chapter we discuss ways to involve students in the assessment and evaluation process in the classroom. It brings together multiple perspectives on critical thinking, metacognition, interteaching and student evaluations of teaching (SETs). The commonality between these four key elements is the importance of engaging students to become active participants in their own learning because they can help improve student learning outcomes. This chapter goes on to examine how these assessments and evaluations play a role in developing critical thinking skills and metacognition in students.

NCSS notable trade book lesson plan: Joan Procter, dragon doctor: the woman who loved reptiles

2020 ◽  
Vol 15 (1) ◽  
pp. 115-120
Author(s):  
Holly Hilboldt Swain
Keyword(s):  
Critical Thinking ◽  
Content Knowledge ◽  
Lesson Plan ◽  
British Museum ◽  
Thinking Skills ◽  
Cultural Representation ◽  
Critical Thinking Skills ◽  
Content Type ◽  
Museum Exhibits ◽  
Art Writing

PurposeJoan Procter, Dragon Doctor describes the life of Joan Beauchamp Procter, renowned herpetologist, zoologist, Curator of Reptiles at the British Museum and designer of the London Zoo Reptile House. In this lesson, students reframe initial viewpoints of scientists that are not representative of a broad understanding of who scientists are and what being a scientist means. Exploring understandings and expanding their view of science to include varied areas of social sciences provokes deep discussions among students as they prepare to teach others. Using content area skills, artwork, writing, literacy and technology, students explore diverse people and fields of the sciences.Design/methodology/approachStudents engage in collaborative efforts with peers to involve themselves with content knowledge and skills in the social studies, as they integrate other areas of the curriculum including science, art, writing, literacy, literature, technology, critical thinking, research skills and inquiry-based learning. Findings include students participating in meaningful learning individually and collectively through inquiry. As students learn with and from one another, they conceptualize their own ideas through their own work in exploring relevant resources. Students plan action to move learning outside the classroom in generating changes in museums and monuments to showcase broader cultural representation of scientists in their communities.FindingsStudents engage in inquiry learning using Joan Procter, Dragon Doctor as a key text. Students explore the text and related resources, while learning with one another about scientists. Students expand their content knowledge and apply critical thinking skills, noting similarities and differences in scientists, ultimately acknowledging that what scientists do through inquiry and exploration helps them identify as scientists. Varied fields and backgrounds of scientists are explored, and students examine cultural representation in museums commemorating scientists and scientific contributions. Students create action plans to consult with museums about these issues and curate exhibits, like Joan Procter, to share with others.Originality/valueThis lesson provides students multiple avenues to deepen learning while conceptualizing and formulating their own understandings. Further, students are required to use multiple skills in conveying their ideas for social change to reflect their new broader conceptualization of scientists and the many fields that science includes. Additionally, they have to understand the topics discussed fully in order to convey their research findings to another audience in their school or community as they create museum exhibits. Finally, while students learn, they begin to see themselves represented in fields through evident, inclusive demonstrations of contributions by diverse scientists.

Digital Storytelling to Enhance Social Studies Content Knowledge, Explore Multiple Perspectives, and Advocate for Social Justice

2021 ◽  
pp. 235-256
Author(s):  
Lindsay Yearta ◽  
Katie Kelly
Keyword(s):  
Social Justice ◽  
Critical Thinking ◽  
Social Studies ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Integrative Approach ◽  
Multiple Perspectives ◽  
Counter Narratives ◽  
Historical Accounts

In this chapter, the authors discuss how digital storytelling expands traditional storytelling options to serve as an integrative approach to (1) deepen student understanding of social studies content, (2) learn history through multiple perspectives, and (3) seek social justice through civics engagement. Most stories told about our history tend to focus on the dominant narrative which portrays an inaccurate depiction of events and individuals. When students move beyond the “single story” of the dominant narrative to explore multiple perspectives, voices, and historical accounts through counter narratives, they develop essential critical thinking skills to help them not only deepen their understanding of content in social studies but to encourage them to actively engage as democratic citizens seeking social justice for a better world.

scholarly journals 5. Transcending Boundaries in Legal Education: A Vehicle for Teaching Students to Think Critically

2013 ◽  
Vol 6 ◽  
pp. 23
Author(s):  
Rosalie Jukier
Keyword(s):  
Critical Thinking ◽  
Integrated Curriculum ◽  
Political Geography ◽  
Legal Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Legal Issues ◽  
Multiple Perspectives ◽  
Critical Perspective

Legal education has traditionally been defined by many boundaries.  Characterized by taxonomic structures and doctrinal categories, legal education is, for the most part, still seen as inextricably linked to a particular political geography and state normativity.  The purpose of this paper is to demonstrate the pedagogical benefits of shattering established boundaries in legal education.  It will assess how teaching from multiple perspectives in an integrated curriculum inculcates critical thinking skills in students, better enabling them to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers.  Focusing on the transsystemic McGill Law Program, this paper will discuss the rewards of engaging students in an intellectually pluralistic and tradition-neutral legal curriculum, one that eschews silos and borders and focuses on creating agile and creative minds in future jurists who will be able to confront contemporary legal issues holistically and with a critical perspective.

scholarly journals Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 11 (1) ◽  
pp. 11-22
Author(s):  
Elisabeth Irma Novianti Davidi ◽  
Eliterius Sennen ◽  
Kanisius Supardi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Education Reform ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Significant Difference

Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in improving the critical thinking skills of elementary school students in Wae Ri'i District. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were elementary school students in five (5) elementary schools in Wae Ri'i District. The results shows the sig (2-tailed) value of Equal variances is assumed to be 0.000 <0, 05. Therefore, Ho is rejected and Ha is accepted, which means that there is a significant difference in critical thinking skills after students used the STEM-PBL approach, compared to innovative K13 approach. The average scores of the control class critical thinking skills for the pre-test and post-test were 38 and 79.5. The fixed coefficient is 0.676 and is significant at 0.000. This means that the correlation is positive. Therefore, learning with STEM approach is proven to be effective in improving the critical thinking skills of elementary school students in Wae Ri'i sub-district.

Formative Evaluations of Teaching

2021 ◽  
pp. 874-891
Author(s):  
Gina Mariano ◽  
Frank Hammonds ◽  
Sheridan Chambers ◽  
Gracie Spear
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Evaluation Process ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Perspectives ◽  
Student Evaluations Of Teaching ◽  
Assessment And Evaluation ◽  
Improve Student Learning

Students engaging in the assessment and evaluation process is becoming increasingly popular because it helps students become active participants in their own learning. In this chapter we discuss ways to involve students in the assessment and evaluation process in the classroom. It brings together multiple perspectives on critical thinking, metacognition, interteaching and student evaluations of teaching (SETs). The commonality between these four key elements is the importance of engaging students to become active participants in their own learning because they can help improve student learning outcomes. This chapter goes on to examine how these assessments and evaluations play a role in developing critical thinking skills and metacognition in students.

An Active-Learning Approach to Teaching the Undergraduate Psychology and Law Course

1996 ◽  
Vol 23 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Nancy Walker Perry ◽  
Matthew T. Huss ◽  
Bradley D. McAuliff ◽  
Julie M. Galas
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Psychology And Law ◽  
Approach To Teaching ◽  
Undergraduate Psychology

This article describes an active-learning approach to teaching an undergraduate psychology and law course specifically designed to improve critical-thinking skills. After reviewing the concepts of active learning and critical thinking, we describe the course and present data and observations regarding its success. Finally, we discuss strategies for handling problems that may arise when teaching a psychology and law course using this approach.

scholarly journals Building Engineering Awareness: Problem Based Learning Approach for STEM Integration

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Abeera P. Rehmat ◽  
Kendall Hartley
Keyword(s):  
Critical Thinking ◽  
Content Knowledge ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Repeated Measure ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Building Engineering

Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate the impact of problem-based learning on students’ content knowledge and critical thinking towards STEM. This study employed a quasi-experimental repeated measure design. Instruments such as STEM content assessments and a standardized critical thinking test were employed for data collection. Analysis was conducted using a mixed repeated measure between-within subject analysis of variance (ANOVA). The results revealed a significant difference (p <. 05) between problem-based learning and traditional learning groups in regard to their content knowledge and critical thinking skills. 

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