scholarly journals A Study on the Influence Mechanism of PBL Teaching Model on Non-English Major Students’ Critical Thinking Ability

2017 ◽  
Author(s):  
Ying Wang ◽  
Fei Yuan
Keyword(s):  
Critical Thinking ◽  
Teaching Model ◽  
Critical Thinking Ability ◽  
Influence Mechanism ◽  
Thinking Ability ◽  
English Major

scholarly journals An Empirical Study on the Influence of PBL Teaching Model on College Students’ Critical Thinking Ability

2018 ◽  
Vol 11 (4) ◽  
pp. 15 ◽  
Author(s):  
Zhen Zhou
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
English Education ◽  
Thinking Skills ◽  
Teaching Experiment ◽  
Jiangxi Province ◽  
Teaching Model ◽  
Teaching Mode ◽  
Critical Thinking Ability ◽  
Thinking Ability

The critical thinking ability is an indispensable ability of contemporary college students, and the PBL teaching mode abandons the shortcomings of traditional teaching methods, which is more suitable for the development trend of university curriculum teaching reform in China. In order to understand the influence of PBL teaching mode on college students’ critical thinking ability, the research is carried out into English critical thinking dispositions and skills of the second grade English education majors in Jiangxi Province, via questionnaire, interview, English test and PBL teaching experiment. And the results indicate that the PBL teaching model can improve the three English critical thinking temperament level of analysis, open and fair, and it can significantly improve the two English critical thinking skills of analysis and interpretation, but did not improve the English scores of the students significantly. The purpose of this study is to enrich the research on the influence of PBL teaching model and English critical thinking ability, and so as to provide some reference for improving the quality of English teaching in colleges and universities.

scholarly journals Cultivation of Critical Thinking Abilities in English Writing Teaching

2018 ◽  
Vol 8 (8) ◽  
pp. 982
Author(s):  
Jie Liu
Keyword(s):  
Critical Thinking ◽  
Learning Objects ◽  
English Writing ◽  
Critical Thinking Ability ◽  
Key Skills ◽  
Writing Course ◽  
Writing Portfolio ◽  
Thinking Ability ◽  
English Majors ◽  
English Major

Critical thinking is one of the key skills for English majors, while the “critical thinking deficiency” is a commonplace among English majors in our country. The reasons for the “Critical Thinking Deficiency” of English major students lie in the ambiguous learning objects, the misleading guidance of teaching methods and the narrow knowledge, etc. It is effective to combine the development of critical thinking in the English writing process to improve the “critical thinking deficiency” among English major students. The paper aims to explore the development of the critical thinking ability in the English writing course by setting the real writing task, adopting the multi-draft writing, and establishing the students’ writing portfolio, and in these ways the analyzing abilities, critical thinking abilities and the abilities to solve problems can be fostered , thus the students’ writing abilities can be improved.

Course Design of Nursing Clinical Thinking Training Based on STEM Education Concept

2019 ◽  
Author(s):  
Fen Yang ◽  
Xinhong Zhu
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Stem Education ◽  
Teaching Model ◽  
Critical Thinking Ability ◽  
Model Based ◽  
Thinking Ability ◽  
Clinical Thinking ◽  
Nursing Clinical ◽  
Education Concept

Abstract Background: The STEM education philosophy aims to incorporate the core content of the STEM field into a real and attractive problem scenario, using problem-driven and student-centered teaching methods to support students' multidisciplinary content integration learning and help students master the practice skills which coincide with the training of nursing students' clinical thinking ability. The STEM education concept not only enables nursing students to translate their previous knowledge and skills into the real nursing situation, but also develops students' critical thinking skills, thereby improving the ability to solve clinical nursing problems. Methods: Based on the STEM education concept, this paper constructs the design of nursing clinical thinking training course for nursing undergraduate nursing, including six teaching parts: writing teaching case, group discussion, teacher commentary, student mutual evaluation, heuristic guidance and case scenario simulation. Results: Clinical thinking training teaching model based on STEM education concept may be able to cultivate critical thinking ability of nursing undergraduate students. Conclusions: To construct nursing clinical thinking training teaching model based on STEM education concept, in order to cultivate critical thinking ability and realize knowledge transfer through STEM curriculum education.

scholarly journals An Empirical Study on the Influence of PBL Teaching Model on the Critical Thinking Ability of Non-English Majors

2018 ◽  
Vol 9 (6) ◽  
pp. 1293 ◽  
Author(s):  
Jinzhu Zhang ◽  
Hongquan Lin
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Model ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Intensive Reading ◽  
Positive Effect

This study combines the PBL teaching model based on cooperative learning autonomous learning and inquiry learning with the intensive reading course of college English with the aim to test whether this model is conducive to promoting the critical thinking ability of students. Ability of second language acquisition (L2) is measured by language test and questionnaire survey among 95 subjects. The results show that the teaching model of PBL has a positive effect on improving students' critical thinking ability and second language acquisition ability.

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

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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