The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

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Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

10.31219/osf.io/njhs4 ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Youssef Nadri ◽

Adil Azhar

Keyword(s):

Critical Thinking ◽

Formative Evaluation ◽

Evaluation Process ◽

Thinking Skills ◽

Two Dimensions ◽

Critical Thinking Skills ◽

Assessment Practices ◽

Metacognitive Skills ◽

Self Assessment ◽

Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

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Fostering Critical Thinking Using Instructional Strategies in English Classes

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch016 ◽

2019 ◽

pp. 299-316

Author(s):

Şenol Orakcı ◽

Mehmet Durnali ◽

Osman Aktan

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Language Learners ◽

Critical Literacy ◽

English Language ◽

Thinking Skills ◽

Critical Thinking Skills ◽

English Language Teaching ◽

Self Assessment ◽

English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

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Teaching Through Investigative Case Studies: Lessons from Invertebrate Paleontology

The Paleontological Society Special Publications ◽

10.1017/s2475262200009308 ◽

2012 ◽

Vol 12 ◽

pp. 169-180

Author(s):

Tamra A. Schiappa

Keyword(s):

Case Studies ◽

Learning Strategies ◽

Deductive Reasoning ◽

Traditional Approach ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Metacognitive Skills ◽

Dynamic Learning ◽

Invertebrate Paleontology ◽

Problem Solve

Students in traditional invertebrate paleontology courses typically are required to identify, sketch morphologic features, and memorize chronostratigraphic ranges of major fossil taxa. This traditional approach is viewed as mundane and unnecessary by many students. Integrating new learning strategies involving specific case studies into an invertebrate paleontology course creates a dynamic learning environment. This improves students' observational and critical-thinking skills as well as their understanding of the utility of the fossil record and key geologic concepts. New teaching strategies, such as investigative case studies, provide students with opportunities to develop good deductive reasoning and metacognitive skills. Strengthening these types of skills, which include comprehension, the ability to problem-solve, and the analysis and interpretation of data, will prepare students to be more successful as scientists.

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Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions

Teaching Public Administration ◽

10.1177/0144739416680850 ◽

2017 ◽

Vol 35 (2) ◽

pp. 190-208 ◽

Cited By ~ 2

Author(s):

Robert A Peters ◽

Janice Maatman

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Design Thinking ◽

Learning Strategy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

The Great Recession ◽

1960S And 1970S ◽

The 1960S ◽

Fiscal Pressure

The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.

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PENERAPAN STRATEGI RELATING, EXPERIENCING, APPLYING, COOPERATING, DAN TRANSFERING (REACT) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

Symmetry Pasundan Journal of Research in Mathematics Learning and Education ◽

10.23969/symmetry.v5i2.3265 ◽

2020 ◽

Author(s):

Lamlam Patimah ◽

Lia Saniah

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Creative Thinking ◽

Thinking Skills ◽

Attitude Scale ◽

Critical Thinking Skills ◽

Learning Models ◽

Study Population ◽

Embedded Type ◽

Creative Thinking Ability

This research is motivated by the lack of critical thinking skills and the ability to think creatively mathematical mathematical students. This study reviews, Upgrades Critical Thinking Mathematical and Thinking Skills Creative Mathematical and differences between students who apply Learning Strategies Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) with students who received conventional learning models, and relationships critical thinking skills and mathematical creative thinking ability of students. The method used in this study is a mixed methods embedded type. The study population were students of class X SMK Pasundan I Cianjur enrolled in the academic year 2015/2016. The samples used were two classes of 14 existing classes. The instrument used to collect data in the form of instrument test critical thinking skills and the ability to think creatively mathematically, attitude scale, observation and interview sheet. Data were analyzed using mean difference test ie t-test (quantitative) and descriptions (qualitative). The results showed that Improvement of critical thinking skills of students who apply strategies Learning Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) better than students who use learning models conventional.

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IT teachers’ experience of teaching-learning strategies to promote critical thinking

10.28945/2124 ◽

2015 ◽

Author(s):

Elsa Mentz ◽

Roxanne Bailey

Keyword(s):

Professional Development ◽

Information Technology ◽

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Pair Programming ◽

Thinking Strategies ◽

The Subject ◽

Teaching Learning

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers therefore need to be empowered to utilize appropriate teaching-learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. IT teachers received a once-of face-to-face professional development where some teachers received professional development in critical thinking strategies and other IT teachers received professional development in critical thinking strategies infused in pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation. Although teachers are initially willing to change their ways, they are not always willing to implement new teaching-learning strategies.

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IT Teachers’ Experience of Teaching–Learning Strategies to Promote Critical Thinking

Issues in Informing Science and Information Technology ◽

10.28945/2257 ◽

2015 ◽

Vol 12 ◽

pp. 141-152 ◽

Cited By ~ 6

Author(s):

Roxanne Bailey ◽

Elsa Mentz

Keyword(s):

Professional Development ◽

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Pair Programming ◽

Thinking Strategies ◽

The Subject ◽

Teaching Learning ◽

Initial Interviews

Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MELALUI MODEL PEMBELAJARAN BERBASIS KEARIFAN LOKAL KALIMANTAN SELATAN UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF DAN BERPIKIR KRITIS PESERTA DIDIK KONSEP KLASIFIKASI MAKHLUK HIDUP

Florea Jurnal Biologi dan Pembelajarannya ◽

10.25273/florea.v7i2.7888 ◽

2020 ◽

Vol 7 (2) ◽

pp. 77

Author(s):

Kultsum Munirah ◽

Siti Ramdiah ◽

Budi Prayitno

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Tools ◽

Metacognitive Skills ◽

Contributing Factors ◽

Learning Methods ◽

Innovative Learning

<em>One of the problems in our education world is the weakness of the learning process, which has an impact on metacognitive skills and critical thinking skills of students. One of the contributing factors is that the teacher only provides existing material without any development related to the real world of students. Thus the effort that can be made is that before carrying out the learning process the teacher as an educator must have a learning plan, which is included in the learning tool. Because in a learning device a teacher can design learning methods and materials that are considered innovative when used. One of the innovative learning methods that can build active learning conditions for students is to use a local wisdom-based learning model. The research objective was to determine the validity of learning tools through a learning model based on local wisdom of South Kalimantan to improve metacognitive skills and critical thinking of students in the classification concept of living things. This study develops products in the form of RPP, LKPD and Questions. The development method used refers to 4-D development which has 4 stages, namely define, design, develop and disseminate. The type of data used is qualitative and quantitative data. The instrument used was a validation sheet that was declared valid based on the results of the expert team's assessment. Data analysis techniques were carried out by matching the results of empirical validation from experts with predetermined validity criteria. The results of this study indicate that local wisdom-based learning tools are worth trying out, because the scores obtained from the validation results show validity with a percentage of> 67.19% which is considered valid enough and has no revised information</em>

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Pengaruh Strategi Pembelajaran dan Gaya Kognitif Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Sejarah

Jurnal Pendidikan Sejarah ◽

10.21009/jps.032.02 ◽

2014 ◽

Vol 3 (2) ◽

pp. 8 ◽

Cited By ~ 1

Author(s):

Puji Sulani

Keyword(s):

Critical Thinking ◽

Cognitive Style ◽

Learning Strategies ◽

Significant Interaction ◽

Cognitive Styles ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning History

Abstrack This research was to determine the effect of learning strategies and cognitive style toward student’s critical thinking skill in learning history. This research concludes that student’s critical thinking skills in learning history: (1) had taught using PBL strategies are higher than those taught using conventional learning strategies; (2)who occupied by FI cognitive style higher than those who occupied by FD cognitive style; (3) there are significant interaction between the strategies of learning and cognitive styles on student’s critical thinking skill in learning history; (4) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using conventional learning strategies and occupied by FI cognitive style; (5) who are taught using PBL strategies and occupied by FD cognitive style is lower than those taught using the conventional learning strategies and occupied by FD cognitive style; (6) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using PBL strategies and occupied by FD cognitive style; and (7) who are taught using conventional learning strategies and occupied by FI with cognitive style is lower than those taught using conventional learning strategies and occupied by FD cognitive style. Keywords : learning strategies, cognitive styles, critical thinking skills.

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