The Relationship between Critical Thinking Ability of Iranian English Translation Students and Their Translation Ability

2016 ◽  
Vol 6 (3) ◽  
pp. 541
Author(s):  
Nooshin Azin ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Critical Thinking ◽  
English Translation ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Senior English ◽  
The Difference ◽  
Teaching Thinking ◽  
The Relationship

The purpose of the present study was to examine the relationship between critical thinking and translation ability of Iranian English translation students. Moreover, the difference between critical thinking skills of males and females was explored. The participants of this study were 86 Iranian senior English translation students of Islamic Azad University, Islamshahr branch. For gathering data two kinds of instruments were used: a critical thinking questionnaire (The Persian version of CCTST- form B) and English to Persian translation test. The findings revealed no significant difference between critical thinking abilities of females and males. Thus it can be concluded that gender has no role in critical thinking abilities of the Iranian EFL learners.  Furthermore, the results of this study indicated that learners with more critical abilities were more successful in translation performance. These findings highlight the importance of teaching thinking skills to our learners and Integrating problem solving activities that need critical thinking in our teaching and learning process.

scholarly journals A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking

2021 ◽  
pp. 378-387
Author(s):  
Muhammad Akram ◽  
Anser Mahmood
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Correlation Study ◽  
Critical Thinking Skills ◽  
Teaching Context ◽  
Efl Teachers ◽  
Statistical Program ◽  
The University ◽  
The Relationship

A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.

scholarly journals Development of Biological E-Module Based on Contextual Teaching and Learning (CTL) Learning on Structure and Function of Plants and Animal Networks to Improve Critical Thinking Skills of Class XI MIPA SMA Students

2022 ◽  
Vol 04 (12) ◽  
Author(s):  
Yunila Fajrida ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Structure And Function ◽  
Critical Thinking Skills ◽  
Material Structure ◽  
Animal Tissues ◽  
Significant Difference ◽  
Contextual Teaching ◽  
And Function

In the field of education, the presence of technology has helped teachers a lot in carrying out learning. Future education cannot only focus on cognitive aspects. To face various problems and challenges of the times in the future, students are expected to have much better attitudes, skills, and knowledge competencies, to be more creative, innovative, and productive. The purpose of this research is to analyze the feasibility and effectiveness of the development e-module Biology based on Contextual Teaching and Learning (CTL) on the material structure and function of plant and animal tissues to improve the critical thinking skills of students in class XI MIPA SMA that are valid, practical, and effective. The results showed that the e-module Biology based on Contextual Teaching and Learning (CTL) on the structure and function of plant and animal tissues to improve critical thinking skills of students in class XI MIPA SMA has a very valid category with a validator value of 89.33%, very practical 93.33% by Biology teachers and students with a score of 87.52% and the results of the effectiveness test of the CTL - based e-module showed that it was very effective, there was a significant difference between classes that used CTL - based e-modules and classes that did not use CTL - based e-modules . So, it can be concluded that the CTL-based Biology e-module that has been developed is very valid, very practical, and very effective.

scholarly journals The Use of Simulation to Increase Critical Thinking of Perinatal Nurses in the Care of Preeclampsia Patients

2017 ◽  
Vol 1 (2) ◽  
pp. 1-7
Author(s):  
Catherine Olubummo
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Deductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Evidenced Based ◽  
Medical Leadership

Objective: To increase critical thinking in perinatal nurses caring for patients with preeclampsia, with the support of key nursing, education, and medical leadership, an evidence-based practice. Design: Quantitative, Descriptive study Setting: Metropolitan area of New York Participants: A total of six nurses were involved at a time: two from antepartum, two from labor and delivery, and two from postpartum Methods: This included 45 minutes for completion of the CCTST, a one-hour lecture supplemented with PowerPoint slides and two studies, two hours engaged in the simulation, 30 minutes for debriefing, and 15 minutes for a post-CCTST. Results: The test results indicated that there was a significant difference between pre-test and post-test scores. A paired-samples t-test was used to examine the difference between pre-test and the post-test CCTST analysis scores, as reflected in Table 4. The analysis score increased from pre-test to post-test by 0.75 points; the difference between the scores was statistically significant (t(15) = -3.50, p < .01).Simulation increased critical-thinking skills in perinatal nurses in all domains as measured by the CCTST overall scores and the scores in the areas of analysis, evaluation, inference, inductive reasoning, and deductive reasoning. Conclusion: The simulation was a successful EBP change project that increased nurses' critical thinking and delivered and evaluated evidenced-based care to improve patient outcomes. Simulation increased critical-thinking skills in perinatal nurses. Keywords: Critical thinking, Perinatal nurses, Key nursing, Education and medical leadership, An evidenced based practice.

scholarly journals LITERATURE-BASED EXTENSIVE READING ACCOMPANIED BY READING LOGS: A CASE FOR DEVELOPING CRITICAL THINKING SKILLS OF ENGLISH LITERATURE STUDENTS

2016 ◽  
Vol 9 (1) ◽  
pp. 56
Author(s):  
Fatemeh Khonamri ◽  
Masoumeh Farzanegan
Keyword(s):  
Critical Thinking ◽  
English Literature ◽  
Thinking Skills ◽  
Low Achievers ◽  
Critical Thinking Skills ◽  
Extensive Reading ◽  
Significant Difference ◽  
Thinking Ability ◽  
The Difference ◽  
The University

<p>This study attempted to examine the effects of an ER program accompanied by reading logs on the degree of critical thinking skills of sophomore English literature students at the University of Mazandaran. Two groups of English Literature majors formed the two experimental groups of the study in which only the former kept guided reading logs, while the latter group only read extensively. Participants were also divided by their proficiency in reading into two groups of high and low achievers to compare the differences, if any, in the critical thinking skills observed. The results of the Independent <em>t</em>-test indicated no significant difference between the groups regarding their critical thinking ability (sig= .900). Thus, it was concluded that although both groups showed a little progress after the treatment, the difference was not statistically significant whereupon to conclude that reading logs may not drastically affect learners' critical thinking development. </p>

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI HIPOTETIK TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA SMP

GANEC SWARA ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 270
Author(s):  
KUSMIANTI KUSMIANTI
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Observation Data ◽  
Process Skills ◽  
Science Process Skills ◽  
Significant Difference ◽  
The Difference

   The purpose of this research is to analyze: (1) the difference of critical thinking skills (CTS) and science process skills(SPS) between student’s group who are managed with hypothetical inquiry model and conventional learning model, (2) the difference of critical thinking skills (CTS) between student’s group who are managed with hypothetical inquiry model and conventional learning model, (3) the difference of science process skills (SPS) between student’s group who are managed with hypothetical inquiry model and conventional learning model.    This research is quasi experiments with post-test only control group design factorial 2x1. Data of critical think skill are collected by using test and data of science process skillscollected by using test and observation. Data analyzed by using descriptive analyze and one way MANOVA.It is found: (1) there is significant difference of critical thinking skills (CTS) and science process skills(SPS) between student’s group who are managed with hypothetical inquiry model and conventional learning model (F=59,161; p<0,05), (2) there is significant difference of critical thinking skills (CTS) between student’s group who are managed with hypothetical inquiry model and conventional learning model(F=22,219; p<0,05), (3) there is significant difference of science process skills (SPS) between student’s group who are managed with hypothetical inquiry model and conventional learning model (F=113.559; p<0,05).

scholarly journals Everyone Is A Teacher Here Effect on Science Learning Achievement Based on Critical Thinking Skills

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Riska Oktalia ◽  
Astuti Wijayanti ◽  
Tias Ernawati
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Achievement ◽  
Significant Difference ◽  
The Difference

This research is a quasi-experiment that aims to know: (1) the difference of science learning achievement between the learning method of everyone is a teacher here with the method of discussion learning (2) the difference of science learning achievement for high and low critical thinking skill (3) the interaction between learning method and the critical thinking skill of the learning achievement of science. Design research using factorial design 2x2. Data collection techniques using test techniques, observation techniques, questionnaires, and documentation. Data analysis techniques for hypothesis testing using a two-way ANOVA test. Based on the results of this research, it can be concluded that: (1) there is a very significant difference the learning outcomes of science between the learning method of everyone is a teacher here with the method of discussion learning (p = 0,000) (2) there is a very significant difference of science learning achievement for high and low critical thinking skills (p = 0,000) and (3) there is a significant interaction between the learning method and the critical thinking skill of the learning achievement (p = 0,040).

scholarly journals A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking

2021 ◽  
Author(s):  
Muhammad Akram ◽  
Anser Mahmood
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Correlation Study ◽  
Critical Thinking Skills ◽  
Teaching Context ◽  
Efl Teachers ◽  
Statistical Program ◽  
The University ◽  
The Relationship

A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.

scholarly journals Developing Critical Thinking with Debate: Evidence from Iranian Male and Female Students

2016 ◽  
Vol 36 (1) ◽  
pp. 64 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Sara Haghighi
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Deductive Reasoning ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Male And Female ◽  
Five Dimensions ◽  
Significant Difference ◽  
The Difference

The purpose of this study was to investigate the difference between the performance of Iranian male and female EFL learners on the five dimensions of the California Critical Thinking Skills Test.88 learners, out of 120, who were selected through convenience sampling method, participated in this study. The researcher used a quantitative research method with one-group pretest posttest design. This group received some treatment in the form of “the Meeting-House Debate” strategy. Data analysis was done using descriptive and inferential statistics. Result showed that there was no significant difference in the performance of males and females on the sub-scales measured; i.e. evaluation, analysis, inference, deductive reasoning, and inductive reasoning. It was concluded that gender did not have a significant effect on the students’ critical thinking skills.

Studying the Relationship between Critical Thinking Skills and Students’ Educational Achievement (Eghlid Universities as Case Study)

2014 ◽  
Vol 25 ◽  
pp. 18-25 ◽  
Author(s):  
Fateme Taghva ◽  
Narges Rezaei ◽  
Javad Ghaderi ◽  
Roghaye Taghva
Keyword(s):  
Critical Thinking ◽  
New Technologies ◽  
Educational Achievement ◽  
Thinking Skills ◽  
Research Data ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
It Education ◽  
The Relationship

In today’s complex world, several changes are occurring. Also there is an intensive competition among societies in achieving advanced technologies. In this regard, societies and individuals are forced to attempt in achieving it. Education is an important issue in this area, as students cannot be passive in 21th century. This is why that final and quantitative goal of education should be changed and critical thinking should be considered as one of the inevitable goals of education. Education of critical thinking may results in new technologies that its goal is making people health not making them destructive. the present study is a descriptive-correlation research. In such studies, the author attempts to examine type and degree of the relationship between variables. Generally, there are several factors influencing students’ educational achievement. The authors of this study have attempted to examine the relationship between teachers’ critical thinking and students’ educational achievement. This study has been done in the universities of Eghlid city. A sample of 130 students has been selected from this population randomly. The respondents were asked to answer the questionnaire. In order to collect the research data, critical thinking questionnaire has been used. Correlation coefficient method has been used for analyzing the research data and testing the research hypotheses in the SPSS. The results of this study revealed that there is a significant relationship between teachers’ critical thinking and students’ educational achievement (p ≤ 0/05). Another part of the results indicated that there is not any significant difference between male and female students in terms of critical thinking.

scholarly journals Fostering Student’s Critical Thinking through a Virtual Reality Laboratory

2020 ◽  
Vol 14 (08) ◽  
pp. 183
Author(s):  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto ◽  
Tiwi Nur Astuti
Keyword(s):  
Virtual Reality ◽  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Teaching Learning

Virtual reality (VR) laboratory is great potential for education. It is recognized as a technological advance that can facilitate a learning process through the development of highly realistic 3D visualization. Using VR laboratory in teaching and learning makes it possible to manipulate objects in the virtual scene in a manner similar to the real world. Virtual reality laboratory was developed to enhance the students’ critical thinking skills. A Research and Development (R &amp; D) method with a post-test design was used in the research. The subjects included the students who were enrolled at Senior High School in Yogyakarta, Indonesia with a total of 96 grade 10<sup>th</sup> students. The samples divided into three classes, namely EC-1 with virtual reality laboratory, EC-2 with virtual reality and real laboratory, and CC with real laboratory while the quality VR was applied to chemistry teachers. The findings of this research reveal that the quality of VR laboratory integrated hybrid learning was in a very good category. The results of students' critical thinking skills were analyzed using ANOVA test and it was found that there is a significant difference on students’ critical thinking skills of the three classes. Students who took part in learning using VR laboratory both in the EC-1 and EC-2 classes had better critical thinking skills compared to the CC class. Thus, the VR laboratory is potentially used for further teaching-learning process.

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