scholarly journals The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”

2021 ◽  
Vol 8 (1) ◽  
pp. 51-74
Author(s):  
Yavuz Akbaş
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Thinking Skills ◽  
Teaching Approach ◽  
Future Research ◽  
Control Groups ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Thinking Disposition

As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills  in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students’ argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students’ critical thinking disposition and argumentation activities to document students’ argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students’ argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students’ pre-test critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students’ post-test critical thinking disposition scores. Additionally, we observed that students’ argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students’ argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on “Population in Our Country” unit can be used in teaching different topics/units in order to improve students’ argumentation skills.

scholarly journals Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Masoud Ali Karami ◽  
Abdulhussein Shakurnia
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Faculty Members ◽  
Academic Rank ◽  
Medical Sciences ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
The Mean ◽  
Thinking Disposition

Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.

scholarly journals The Influence of Blending Learning on Undergraduates’ Critical Thinking Disposition: A Quasi Experimental Study

2021 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Hou Yongmei
Keyword(s):  
Critical Thinking ◽  
Developmental Psychology ◽  
Research Subjects ◽  
Critical Thinking Disposition ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Class B ◽  
Quasi Experimental ◽  
The Difference ◽  
Thinking Disposition

Objective: To explore the influence of blending learning on the critical thinking disposition among undergraduates. Methods: Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects. Class A (106 students) was the experimental class, and class B (131 students) was the control class. During the research period of one semester (four months), the following measures were implemented for the two classes. The control class studied Developmental Psychology under the conventional teaching methods and procedures, while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning. The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) at the beginning and end of the course. Results: At the beginning of the course, the total scores of CTDI-CV of the two classes were (217.33 ± 14.90) and (218.31 ± 16.29), respectively, with no significant difference (P > 0.05). At the end of the course, the total scores of CTDI-CV of the experimental class and the control class were (237.84 ± 17.53) and (224.22 ± 17.52), respectively, and the difference was statistically significant (P < 0.001). Conclusion: Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.

scholarly journals A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong

2007 ◽  
Vol 31 (2) ◽  
pp. 138-146 ◽  
Author(s):  
Man Sang Wong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Assessment Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Positive Tendency ◽  
Thinking Disposition

Critical thinking skill is considered to be one of the important attributes to nurture students to cope with the challenges coming from this ever-changing world. The training of critical thinking skill could be quite different from the conventional education. Thus, special arrangements should be considered in the curriculum design and effective assessment method should be employed to test the subsequent learning outcome. This study was to evaluate prospectively the development of critical thinking disposition of the student prosthetists and orthotists in Hong Kong and a validated instrument, the California Critical Thinking Disposition Inventory (CCTDI) was used. The results showed that there was significant improvement in 5 out of the 7 domains, namely Truthseeking, Open-mindedness, Systematicity, Analyticity, Critical thinking self-confidence, Inquisitiveness and Maturity of judgment in 3 years' time. Further curriculum enhancements were suggested as the sum of all the domains was just slightly above the threshold of positive tendency.

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

scholarly journals Critical Thinking and Problem-Solving Skills of Visually Impaired Female National Judo Team Athletes

2019 ◽  
Vol 7 (3S) ◽  
pp. 8
Author(s):  
Sengul Demiral
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Visually Impaired ◽  
High Performance ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
National Team ◽  
Total Problem ◽  
Significant Difference ◽  
Thinking Disposition

A high level of critical thinking and problem-solving skills in visually impaired female national judo team athletes is an important factor in increasing their performance and for their high performance. The aim of this study was to examine critical thinking and problem-solving skills of visually impaired female national judo team athletes. The sample of the study was composed of visually impaired female athletes (n=15) in 2015 national team. A Personal Information Form, the California Critical Thinking Disposition Inventory and the Problem Solving Inventory were used as data collection tools. The data obtained in this study were analyzed using SPSS 17 software. Evaluation of the data analysis revealed that there was no statistically significant difference among groups in total Problem Solving Inventory and Critical Thinking Disposition Inventory scores in terms of age group or age of starting judo (p>0.05). There was no statistically significant relationship between total problem-solving and total critical thinking disposition scores of athletes (p>0.05). As a result, judo coaches are thought to play an important role in the development of strategies for increasing athletes’ problem-solving and critical thinking skills and in the development of their sporting performance, particularly in the development of high performance.

scholarly journals Interrelations of paranormal and pseudoscientific beliefs and critical thinking disposition among undergraduate medical students of RSU

2020 ◽  
Vol 85 ◽  
pp. 02013
Author(s):  
Arturs Utinans ◽  
Gunta Ancane ◽  
Anita Villerusa ◽  
Janis Vetra
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Significant Negative Correlation ◽  
Thinking Skills ◽  
Educational Process ◽  
Undergraduate Medical Students ◽  
Critical Thinking Disposition ◽  
Conceptual Clarity ◽  
Paranormal Beliefs ◽  
Thinking Disposition

Magical and paranormal beliefs have been found in all cultures and strata of society, including medical university students. Critical thinking skills and dispositions are generally considered desirable outcomes of the educational process. Nevertheless, there is the lack of conceptual clarity about interrelations between the magical and critical thinking. Aim of the study is to explore prevalence of magical, paranormal beliefs and pseudoscientific beliefs among undergraduate medical students, as well as to explore prevalence of critical thinking dispositions among medical students and to assess interrelations and psychodynamics between “noncritical” forms of thinking – magical, paranormal and pseudoscientific beliefs, and critical thinking disposition. The results showed statistically significant negative correlation between paranormal beliefs and critical thinking disposition if students are put in optional situation between opposite statements. If statements in assessment scales do not put respondents in optional situation, their results do not show significant correlations.

scholarly journals Effects of Facilitating Reflection Teaching Integrated Sport Education on Baseball Team Students’ Critical Thinking Disposition and Game Performance

2020 ◽  
Vol 71 ◽  
pp. 115-125
Author(s):  
Jing XIE ◽  
Bingxin SU ◽  
Rui ZHANG ◽  
Yidan LI ◽  
Yunchao MA
Keyword(s):  
Critical Thinking ◽  
Point Of View ◽  
Process Time ◽  
Sport Education ◽  
Critical Thinking Disposition ◽  
Team Members ◽  
Learning Group ◽  
Quasi Experimental ◽  
Thinking Disposition ◽  
Game Performance

Students need diverse learning processes and different class modes to present diverse development in current teaching environment. In traditional education, physical education teachers mainly stress on students’ skill performance that most of time in the teaching process time sequence is used for skill teaching. Learning group in a team is the heterogeneous combination, with distinct degree of team members. Students therefore have the opportunity to precede different levels of discussion. Such a process allows students helping each other to enhance participants’ motivation through positive peer relationship. Sport education model is operated with teams, in which team members would develop suitable tactics and strategies through continuous discussions. Such discussions could assist in solving problems in real games to further achieve group goals. Such thinking, assisting individuals in achieving the goal, conforms to the point of view proposed in critical thinking. Experimental design model is applied to the quasi-experimental study. 246 students of a university in Fujian Province, as the experimental subjects, are preceded the 16-week (3 hours per week for total 48 hours) experimental teaching research. According to the results, suggestions are proposed, expecting to promote students’ game performance and enhance the critical thinking disposition.

scholarly journals Online Argumentation Implementation in the Development of Critical Thinking Disposition

2018 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Pınar Fettahlıoğlu ◽  
Devkan Kaleci
Keyword(s):  
Critical Thinking ◽  
Science Teacher ◽  
Teacher Candidates ◽  
T Test ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Post Test ◽  
Thinking Disposition ◽  
Experimental Group

The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.

scholarly journals Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing

2017 ◽  
Vol 6 (3) ◽  
pp. 305 ◽  
Author(s):  
Norazlinda Mohd Darby ◽  
Abdullah Mat Rashid
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Thinking Skills ◽  
Control Group ◽  
Engineering Drawing ◽  
Higher Order Thinking Skills ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

scholarly journals Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners

2020 ◽  
Author(s):  
Moosa Ahmed Ali Sulaiman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Intervention Phase ◽  
Socratic Questioning ◽  
Significant Difference ◽  
Efl Teachers ◽  
Actual Use ◽  
Teachers And Students

With the premise that effective use of Socratic Questioning in instructional practices is of vital importance in EFL/ESL classrooms, this study was undertaken to investigate application of Omani EFL teachers’ knowledge of Socratic Questioning (SQ) on Students’ Critical thinking (CT) in post basic schools. This study is conducted in two phases of investigation. Phase I examined the correlation between teachers’ knowledge and actual use of SQ. Phase II study investigated the application of Omani EFL teachers’ knowledge of SQ on students’ CT in post-basic schools. The present study made an attempt to (a) Determine the relationship between teachers’ knowledge of SQ and their actual use of SQ. (b) Ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those who are taught CT skills in a normal setting. (c) Identify CT strategies, the students were able to develop and apply at the end of the intervention phase. A total of 230 EFL teachers, which comprises a 100% of the total population of all EFL post-basic female teachers in Dhofar region of Oman, participated in this study. The multi-method procedures and data analyses showed that (a) There is a strong positive relationship between teachers’ perceived knowledge and their actual use of SQ; (b) There are significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting; (c) There is a clear evidence to suggest that students in the experimental group were able to develop effective CT strategies during the intervention phase. The findings of this study offer a number of implications: (a) For instructional practice that involves the teachers and students; (b) For policy and decision makers; and (c) For syllabus designers and testing and evaluation. In addition, it identifies and proposes certain areas related to pedagogy for future research.

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