scholarly journals Teaching Critical Thinking Skills for Evidence-Based Reasoning Across the Curriculum Using COGENT

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Mihai Boicu ◽  
Gheorghe Tecuci ◽  
Dorin Marcu ◽  
Laura Lukes ◽  
Debra Sprague ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Systematic Approach ◽  
Experimental Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Intelligence Analysis ◽  
The Core ◽  
Hands On ◽  
Medicine History

Evidence-based reasoning is at the core of many problem-solving and decision-making activities in a wide variety of domains, including all natural sciences and engineering (e.g., for experimental methods), law, intelligence analysis, forensics, medicine, history, archaeology, and many others. However, many students lack the skills to develop sound arguments based on evidence. This session will present a general systematic approach to evidence-based reasoning and a computer system called COGENT (Cognitive Assistant for Cogent Analysis) that are proposed to be used for teaching critical thinking skills for evidence-based reasoning in a variety of courses, through an effective hands-on approach. Examples of using COGENT in current or future courses in intelligence analysis, physics, geology, and other domains will be presented. The audience will have an opportunity to use COGENT in short, hands-on exercises. The main goal of this session is to encourage other professors to adopt these innovations in their courses as a step toward teaching of evidence-based reasoning across the curriculum.

Korean Nursing Students' Acquisition of Evidence-Based Practice and Critical Thinking Skills

2018 ◽  
Vol 57 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Sang Suk Kim ◽  
Eun Joo Kim ◽  
Ji Young Lim ◽  
Geun Myun Kim ◽  
Hee Chong Baek
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based

Teaching Business Transaction Cycles Using a Hands-on Activities Approach

2021 ◽  
Author(s):  
Tawei David Wang ◽  
Victoria Chiu ◽  
Yunsen Wang ◽  
Tiffany Chiu
Keyword(s):  
Critical Thinking ◽  
Project Management ◽  
Information Systems ◽  
Business Processes ◽  
Accounting Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Class Versus ◽  
Accounting Information Systems ◽  
Hands On

We present a novel hands-on approach for teaching students the concepts and business processes of transaction cycles. Specifically, the hands-on activities focus on sales and procurement cycles. Upon completion of the hands-on activities, students will a) develop a better understanding of the business processes and business forms for sales and procurement cycles and b) build relevant critical thinking skills. We evaluate students’ learning by providing a comparison between students who learned the concepts of transaction cycles and business processes and performed the transaction cycle hands-on activity in class versus those students who only learned the concepts of transaction cycles and business processes in class. Although the hands-on activities were used in an accounting information systems class, they can also be applied to other business disciplines, such as engineering and project management classes.

scholarly journals Critical thinking for the federal auditor

2020 ◽  
Vol 27 (91) ◽  
pp. 2-26
Author(s):  
Gabrielle G. McClure-Nelson
Keyword(s):  
Critical Thinking ◽  
Private Sector ◽  
Core Competencies ◽  
Public Trust ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Recent Survey ◽  
Certified Public Accountants ◽  
American Institute ◽  
The Core

In the overly constrained space of the federal audit environment, to what extent can critical thinking skills be applied in a profession characterized by arduous public trust expectations, controlling auditing standards, prescriptive federal acquisition policies, frequently changing guidance, continual peer oversight, and the slow implementation of audit findings? Promoting the increased use of private sector auditors may suggest that federal auditors perceive competencies differently. However, a recent survey administered to 645 auditors of a federal audit agency region indicated that the majority of the core competencies identified by the American Institute of Certified Public Accountants are perceived as relevant in auditing government contractors. However, of concern, the data were mixed in support of critical thinking as an important competency. Given employer preference for skills in this area, the author attempts to identify applications to increase auditor critical thinking skills and to offer suggestions for increasing the relevance of the federal audit.

scholarly journals Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

2012 ◽  
Vol 9 (1) ◽  
pp. 38-55
Author(s):  
Erst Carmichael ◽  
◽  
Helen Farrell ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Approach To Learning ◽  
The University ◽  
Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

scholarly journals Validitas Tes Keterampilan Berpikir Kritis Remaja (TKBKR) di Universitas Pendidikan Indonesia

2019 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Lucky Nindi R. Marfu’i ◽  
Veno D. Krisnanda
Keyword(s):  
Critical Thinking ◽  
Internal Structure ◽  
External Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Response Process ◽  
Analysis And Evaluation ◽  
The Relationship ◽  
Validity Of Tests

This study aims to examine the validity of tests of critical thinking skills in adolescents. Validity tested based on; 1) test content, 2) response process, and 3) internal structure. The constructs of Critical Thinking Skills are 23 questions with the correct answer wrong with the answer answers in the form of reasons supporting the correct wrong answers. The subjects in this study amounted to 304 students from six faculties, namely FPMIPA, FIP, FPOK, FPIPS, FPBS, and FPTK at the Indonesian University of Education. The results of the study showed that of the 36 questions there were only 23 questions that could be maintained because 13 questions that had fallen had poor validity and measurement of adolescent critical thinking skills. Based on the results of the validity test of proof of the contents of the language expert, critical thinking experts, and experts in analytical ability mathematically evaluate that this test is feasible to use and the constructed answer key is in accordance with the questions presented. Based on evidences of the internal structure, it is explained that the KMO value of the results of factor analysis shows the number 0.570 with 2 components formed, namely analysis and evaluation capabilities. Suggestions for further research, TKBK has not been tested in its external validity in depth so that there needs to be evidence based on the relationship to other variables and based on the consequences of the test.

scholarly journals Interaction between Students' Learning and Early Mathematical Skills to Increase Mathematical Critical Thinking Skills

2019 ◽  
Vol 10 (1) ◽  
pp. 125-134
Author(s):  
Yumiati Yumiati ◽  
Yaya Kusumah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Skills ◽  
Learning Groups ◽  
Learning Group ◽  
The Core ◽  
Quasi Experimental ◽  
Group 3 ◽  
Learning Factors

The aim of this study is to determine the interaction between learning factors (CORE and conventional) and the initial mathematical skills factor (KAM) to increase mathematical critical thinking skills (KBKM) of students. The method used in this study was quasi-experimental with the non-equivalent group pretest-post design. The data analysis used was two-way ANAVA test. The results of the study are (1) There is no interaction between learning factors with KAM factors (2) the improvement students’ mathematical critical thinking skills in the CORE (connecting, organizing, reflecting, extending). learning group is higher than the conventional learning group for each KAM group (3) In both learning groups, the improvement of the students’ mathematical critical thinking skills in the upper KAM level is higher than the middle and lower KAM level and the improvement in the middle KAM level is higher than the lower KAM level.

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