scholarly journals developing children’s reasoning and inquiry, concept analysis, and meaningmaking skills through the community of inquiry

2018 ◽  
Vol 14 (30) ◽  
pp. 427-452
Author(s):  
Abigail Thea Canuto
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Community Of Inquiry ◽  
Basic Education ◽  
Meaning Making ◽  
Thinking Skills ◽  
Concept Analysis ◽  
Critical Thinking Skills ◽  
Philosophy For Children ◽  
Service Training

This paper presents the results of a research done to investigate the effectiveness of Philosophy for Children (P4C), a pedagogy employing philosophical dialogue in a community of inquiry, in a Philippine primary school.  Quantitative analysis of critical thinking skills identified by Sharp and Splitter (1995) as (1) reasoning; (2) concept analysis; and (3) meaning-making revealed that there was a considerable increase in the frequency of the children’s use of such critical thinking skills over the course of fifteen (15) sessions of dialogical inquiry.  Moreover, qualitative analysis of excerpts from the dialogue transcripts accounted for the refinement of the children’s use of the critical thinking skills.  This pioneering work thus calls for further research that will implement P4C in other grade levels and to explore other indicators of development in children’s thinking.  Further, it recommends that primary schools adopt P4C in Philippine basic education curriculum and that teacher education institutions provide teacher training and include P4C for pre-service training.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Masniladevi Masniladevi
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

scholarly journals The Thinking Skills Deficit: What Role Does a Poetry Group Have in Developing Critical Thinking Skills for Adult Lifelong Learners in a Further Education Art College?

2020 ◽  
Vol 10 (3) ◽  
pp. 73 ◽  
Author(s):  
Frances Norton ◽  
Margaret Gregson
Keyword(s):  
Critical Thinking ◽  
Cultural Capital ◽  
Community Of Inquiry ◽  
Academic Development ◽  
Thinking Skills ◽  
Further Education ◽  
Critical Thinking Skills ◽  
Lifelong Learners ◽  
Pedagogical Intervention ◽  
Social And Cultural Capital

This article investigates Brown’s assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a ‘critical thinking deficit’. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inquiry as a methodology. This intervention was offered to a group of Further Education (FE) students over a period of six months with the intention of preparing them for progression into Higher Education (HE). Findings from the study lend support to the claim that sharing stories and poems is helpful in developing social and cultural capital across the group and in supporting CT and academic development. Students in the study report that they found the Poetry Group particularly valuable in encouraging both critical engagement with their Arts subject, deeper levels of learning and supporting improvements in attainment.

scholarly journals Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece

2018 ◽  
Vol 43 (3) ◽  
pp. 865-886
Author(s):  
Ioanna Noula
Keyword(s):  
Critical Thinking ◽  
Curriculum Reform ◽  
Primary Schools ◽  
Integrated Curriculum ◽  
Thinking Skills ◽  
Ethnographic Study ◽  
Critical Thinking Skills ◽  
Democratic Citizenship ◽  
Structured Interviews ◽  
Pedagogical Relationships

Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.

scholarly journals A Pilot Investigation of Critical Thinking in Undergraduate Students of Communication Sciences and Disorders

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
David Rehfeld ◽  
Tracey Sulak ◽  
Deborah Rainer
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Daily Basis ◽  
Critical Thinking Skills ◽  
Speech Language Pathologists ◽  
Service Training ◽  
Pilot Investigation ◽  
Upper Level ◽  
Meaning Interpretation

Speech-language pathologists use critical thinking on a daily basis to identify, evaluate, and implement evidence-based practices with their clients. Currently, however, there are minimal data describing the critical thinking of undergraduate students in the field of communication sciences and disorders. Without these data, it is unclear if and how students’ critical thinking differs at various points during their pre-service training. In the present study, we used the Cornell Critical Thinking Test – Level Z to describe the general critical thinking skills of 142 undergraduate students enrolled in two lower- (n = 95) and upper- (n = 47) level courses at a single university. We found no statistically significant differences between these two groups on the CCTT regarding their overall critical thinking performance (p = .068) or their skills of induction (p = .970), deduction (p = .160), observation (p = .384), assumptions (p = .342), or meaning interpretation (p = .155). Upper-level students, however, did consistently score slightly higher than their lower-level counterparts. Faculty should continue to develop undergraduate students’ critical thinking during their course of study. Although critical thinking appears to develop over the course of students’ undergraduate careers, formal instruction might be necessary to develop the skills necessary for successful practice as speech-language pathologists.

Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis

2008 ◽  
Vol 78 (4) ◽  
pp. 1102-1134 ◽  
Author(s):  
Philip C. Abrami ◽  
Robert M. Bernard ◽  
Evgueni Borokhovski ◽  
Anne Wade ◽  
Michael A. Surkes ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effect Sizes ◽  
Instructional Interventions ◽  
Statistical Adjustment ◽  
Service Training ◽  
Stage 1 ◽  
The Impact

Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. We found 117 studies based on 20,698 participants, which yielded 161 effects with an average effect size ( g+) of 0.341 and a standard deviation of 0.610. The distribution was highly heterogeneous ( QT = 1,767.86, p < .001). There was, however, little variation due to research design, so we neither separated studies according to their methodological quality nor used any statistical adjustment for the corresponding effect sizes. Type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance. These findings make it clear that improvement in students’ CT skills and dispositions cannot be a matter of implicit expectation. As important as the development of CT skills is considered to be, educators must take steps to make CT objectives explicit in courses and also to include them in both preservice and in-service training and faculty development.

scholarly journals Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study

2021 ◽  
Vol 11 (5) ◽  
pp. 206
Author(s):  
Caiwei Wu
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
Mainland China ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Philosophy For Children ◽  
Educational Approach ◽  
Teachers And Students ◽  
To Receive

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12–13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) or to a control group (n = 88). The intervention ran for 4 weeks. The study found that teachers appreciated the P4C methods but were concerned about using the method in their regular curriculum. An impact evaluation shows that students who were taught P4C experienced a small improvement in thinking skills, measured using a composite of validated critical thinking tests.

scholarly journals Evaluation of the Educational Drama as an Innovative Method to be Adopted by Teachers in Order to Enhance Critical Thinking Skills of Students in Primary School

2020 ◽  
Vol 4 (2) ◽  
pp. 103-116
Author(s):  
Aikaterini Dima ◽  
Eleni Kaiafa ◽  
Asterios Tsiaras
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Primary Schools ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Drama ◽  
Innovative Teaching ◽  
Main Research ◽  
Innovative Method ◽  
Research Stage

The aim of this study is to examine and determine the extent to which educational drama, as an innovative teaching approach, can cultivate critical thinking of students in primary school. Based on the principles of educational drama, 15 theatrical workshops were designed in relation with and corresponding to the culture and interests of the specific age group. The experimental method that was followed, was designed and implemented in three discrete stages including: the pre-research stage, the main research stage and the results extraction stage. The sample comprising 400 students aged 8-10 has been drawn from six different primary schools in Greece, the subjects of which were randomly selected. Five critical thinking skills were studied, including subtraction, induction, observation, reliability, detection and troubleshooting skills. The qualitative and quantitative data collected was next triangulated in order to lead to the desired result. The results confirmed the main research hypothesis, hence educational drama, as an innovative method, can enhance students' critical thinking in primary school.

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