scholarly journals Correlation Between English Major Sophomores’ Critical Thinking Disposition and Their Listening Comprehension Performance

2021 ◽  
Vol 12 (6) ◽  
pp. 1010-1020
Author(s):  
Xiaoling Liu ◽  
Xin Jin
Keyword(s):  
Critical Thinking ◽  
Listening Comprehension ◽  
Critical Thinking Disposition ◽  
Proficiency Levels ◽  
Self Confidence ◽  
News Broadcasts ◽  
Critical Thinking Dispositions ◽  
Significant Difference ◽  
English Major ◽  
Thinking Disposition

Critical thinking has drawn the attention of western researchers and domestic researchers as well. The study aims to explore whether there exists correlation between sophomore English majors’ critical thinking disposition and their listening comprehension performance, and any significant difference between critical thinking disposition and listening comprehension performance in different proficiency levels. Based on the analysis of the data collected from listening comprehension tests and critical thinking disposition questionnaire, the following findings are obtained: 1) there exists significant correlation between participants’ critical thinking disposition and their listening comprehension performance in general, with truth-seeking, analyticity and systematicity at the significant level of 0.01 and inquisitiveness, maturity, self-confidence and open-mindedness at the level of 0.05 in particular; 2) critical thinking disposition is significantly correlated with conversations and news broadcasts at the level of 0.01, and with passages at the level of 0.05.; 3) there also exist differences between critical thinking disposition and listening comprehension performance at different proficiency levels, with the correlations stronger in higher groups than those of lower groups. This study indicates that English major sophomores’ critical thinking needs fostering, and there is a necessity to utilize different types of listening materials to cultivate their critical thinking dispositions.

scholarly journals Relationship Between The Student Nurses’ Critical Thinking Dispositions and Autonomy Levels

2020 ◽  
Author(s):  
Mehmet Günay Uyar ◽  
Şefika Dilek Güven
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Student Nurses ◽  
Middle Level ◽  
Critical Thinking Disposition ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition ◽  
Number Percentage

INTRODUCTION: The aim of this study was to determine the relationship between nursing students’ critical thinking disposition and autonomy levels. METHODS: The descriptive-relationship seeking study was conducted with 288 nursing students in the nursing department of a state university. Data were collected by using the Descriptive Characteristics Information Form, which included socio-demographic characteristics, California Critical Thinking Disposition Scale and Sociotropy-Autonomy Scale. Data were analyzed by number, percentage, mean, standard deviation and Pearson correlation tests. RESULTS: It was found that the students’ mean autonomy subscale of Sociotropy-Autonomy Scale score was 87.43±11.27 and the overall mean score of critical thinking disposition was 232.52±23.30. There was a statistically significant positive correlation between the students› overall mean scores of California Critical Thinking Disposition Scale and autonomy subscale scores of Sociotropy-Autonomy Scale (r = 0.526, p <0.010). DISCUSSION AND CONCLUSION: In the study, the autonomy levels of the students were above the middle level; critical thinking disposition levels were low; There was a positive relationship between critical thinking disposition and autonomy levels. The results of the study suggest that nursing education curricula should be revised and restructured in order to raise students’ critical thinking and autonomy levels in nursing education.

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 RELATION BETWEEN TEACHERS' ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS

2019 ◽  
Vol 18 (5) ◽  
pp. 717-731
Author(s):  
Gokhan Guven ◽  
Nevin Kozcu Cakir
Keyword(s):  
Renewable Energy ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Renewable Energy Sources ◽  
Energy Sources ◽  
Data Set ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

In this research, it was aimed to explore the relation between attitude towards renewable energy sources and critical thinking disposition. For this purpose, relational survey model was used in the research. The research group consisted of 468 prospective teachers studying in faculty of education in a public university in the fall semester of 2018-2019 academic year. Renewable Energy Sources Attitude Scale in order to evaluate prospective teachers' attitudes towards renewable energy sources, and Critical Thinking Disposition Scale for evaluating critical thinking dispositions were used. In the research, the relation between the data set for attitude towards renewable energy sources comprising of variables which are application request, importance of education, country interest, environmental awareness and investments and the data set for critical thinking disposition comprising of variables which are metacognition, flexibility, systematicity, tenacity-patience, open-mindedness by the canonical analysis. As a result of the canonical correlation analysis, a significant relation was found between the attitudes towards renewable energy sources and the critical thinking dispositions and it was found that the common variance shared between the data sets was 22.23%. Keywords: renewable energy, critical thinking disposition, prospective teachers, relational survey model.

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 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 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.

Translation and Validation of a Turkish Version of the California Critical Thinking Disposition Inventory

2013 ◽  
Vol 41 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Gökhan İskifoğlu ◽  
Ali Sidki Ağazade
Keyword(s):  
Critical Thinking ◽  
Psychometric Properties ◽  
Factor Model ◽  
Turkish Version ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Cross Cultural Comparison ◽  
Critical Thinking Dispositions ◽  
Turkish University Students ◽  
Thinking Disposition

In this study, we translated into Turkish and carried out a validation process of the California Critical Thinking Disposition Inventory (CCTDI; Facione, 1990), a multidimensional inventory of students' evaluation of critical thinking dispositions. The goals were to translate the CCTDI into Turkish, assess the psychometric properties, and examine the factorial validity of the hypothesized 7-factor model through confirmatory factor analysis, with a view to using this instrument for assessment in teacher education programs in Turkey. Based on data from 583 Turkish university students, the translated Turkish version of the CCTDI displayed positive psychometric properties, thus supporting the applicability of the CCTDI in the Turkish educational context. However, analysis of the factorial structure produced a poor fit of the hypothesized multidimensional model of the CCTDI to the observed data. The results of further analysis, based on the modification indices, provided support for the use, for cross-cultural comparison, of a 4-factor model with a reduced number of items.

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