scholarly journals Critical Thinking Sub-Skills in English Debate

2021 ◽  
Vol 11 (12) ◽  
pp. 1630-1635
Author(s):  
Liqing Wang

Incorporating the existing theoretical models of critical thinking (CT) with empirical data analysis, this paper proposes an analytical framework for English debate in a Chinese EFL context. The framework divides the core tasks of debate into four stages: information assessment, argumentation, presentation, and reflection. Each stage requires different CT skills and sub-skills. After analyzing the 24 students’ debating and subsequent reflective practice, this paper discusses the key points and difficulties in developing CT skills in the process of English debate and tries to explore the operable teaching methods.

Author(s):  
Stephen Brookfield

This article reviews the core process of critical thinking – hunting assumptions – and explains how this process differs according to the context of what is being taught and the different intellectual traditions that inform teachers’ own backgrounds. It outlines a basic protocol of critical thinking as a learning process that focuses on uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions as a result. Three different categories of assumptions – paradigmatic, prescriptive, and causal – are defined, and the teaching methods and approaches that most help students to think critically are explored. The article examines in detail the fact that critical thinking is best experienced as a social learning process, and how important it is for teachers to model the process for students.


2020 ◽  
Vol 11 (3) ◽  
pp. 1-21
Author(s):  
Stephen Brookfield

This article reviews the core process of critical thinking—hunting assumptions—and explains how this process differs according to the context of what is being taught and the different intellectual traditions that inform teachers' own backgrounds. It outlines a basic protocol of critical thinking as a learning process that focuses on uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions as a result. Three different categories of assumptions—paradigmatic, prescriptive, and causal—are defined, and the teaching methods and approaches that most help students to think critically are explored. The chapter examines in detail the fact that critical thinking is best experienced as a social learning process, and how important it is for teachers to model the process for students. The advent of digital technologies brings both urgency and opportunity to teaching for critical thinking.


2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Subhan Harie

<p>The aim of this study was to determine 1) The interaction effect between teaching methods and learning styles of the ability to think criticism biology, 2) Critical thinking skills of biology that uses the learning Problem Solving and Problem Posing, and, 3) Critical thinking skills biology to has studied the style of visual, auditory and kinesthetic learning styles. The method used is experiment. Affordable population are students of class IX in south Jakarta SMPN 131 is 198 students. Samples numbered 72 students. The sampling technique was multistage sampling<em>. </em>The instrument used is a biological test critical thinking skills and test results learners learning styles questionnaire. The data analysis using descriptive statistics and analysis of variance (ANOVA) in both directions. The results of the study hypothesis was obtained conclusions: 1) There is no interaction effect between teaching methods and learning styles on learning outcomes biology students. Interaction analysis using ANOVA obtained Fo = 2.235 and Sig. = 0.115&gt; 0.05 at the 5% significance level. 2) There is a learning method influence on the ability to think criticism. Results of the analysis of data between classes using ANOVA obtained Fo = 20.309 and Sig. = 0.000 &lt;0.05 at the 5% significance level. 3) There is no learning styles influence on the ability to think criticism biology. The results of data analysis using ANOVA obtained Fo = 0.414 and Sig. = 0.663&gt; 0.05 at the 5% significance level.</p><p> Keywords: Method of Learning, Learning Styles, Thinking Criticism.</p><p><strong> </strong></p>


2017 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Iin Iryance

Absrtact The aim of the study is to reveal the empirical data about the effect of instructional methodology and student’s critical thinking capability level on the outcome of history learning on the students of SMA Kesatuan Bogor. The methodology used is the experimental method with a 2x2 factorial design. Research instrumentation will include a test that will be used to measure student’s learning outcome, and a questionnaire that will be used to measure student’s critical thinking capability level on history outcomes. A total of 28 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by PJBL instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s critical thinking level on history learning outcome. 3) History learning outcome of students who has higher critical thinking level and were taught by PJBL method are higher than those with the same level of critical thinking but were taught by conventional method. 4) History learning outcome of students who has lower critical thinking level and were taught by PJBL methodology are not below those with the same critical thinking but were taught by conventional method. Keywords : history learning outcome, instructional methodology, student’s critical thinking


Author(s):  
Stephen Brookfield

This article reviews the core process of critical thinking – hunting assumptions – and explains how this process differs according to the context of what is being taught and the different intellectual traditions that inform teachers' own backgrounds. It outlines a basic protocol of critical thinking as a learning process that focuses on uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions as a result. Three different categories of assumptions – paradigmatic, prescriptive, and causal – are defined, and the teaching methods and approaches that most help students to think critically are explored. The article examines in detail the fact that critical thinking is best experienced as a social learning process, and how important it is for teachers to model the process for students.


Comparative Politics provides an introduction to the field. It includes three chapters dedicated to familiarizing readers with the comparative approach. It then guides readers through a thematically-organized, comprehensive analysis of the core methods, theories, and concepts in comparative politics. Empirical data is drawn on to demonstrate key similarities and differences of political systems in practice. Increased focus is given to the Global South and its path towards democratization. At the end of each chapter there are questions designed to encourage critical thinking. The six sections of the work deal with: theories and methods; the historical context; structures and institutions; actors and processes; public policies; and beyond the nation-state.


Author(s):  
Stephen Brookfield

This chapter reviews the core process of critical thinking—hunting assumptions—and explains how this process differs according to the context of what is being taught and the different intellectual traditions that inform teachers' own backgrounds. It outlines a basic protocol of critical thinking as a learning process that focuses on uncovering and checking assumptions, exploring alternative perspectives and taking informed actions as a result. Three different categories of assumptions—paradigmatic, prescriptive, and causal—are defined, and the teaching methods and approaches that most help students to think critically are explored. The chapter examines in detail the fact that critical thinking is best experienced as a social learning process and how important it is for teachers to model the process for students.


Author(s):  
Stephen Brookfield

This chapter reviews the core process of critical thinking—hunting assumptions—and explains how this process differs according to the context of what is being taught and the different intellectual traditions that inform teachers’ backgrounds. It outlines a basic protocol of critical thinking as a learning process that focuses on uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions as a result. Three different categories of assumptions—paradigmatic, prescriptive, and causal—are defined, and the teaching methods and approaches that most help students to think critically are explored. The chapter examines in detail the fact that critical thinking is best experienced as a social learning process, and how important it is for teachers to model the process for students.


2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.


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