scholarly journals Obstacles of Developing Critical Thinking Skills for Early-Stage Children from the Female Teachers’ Point of View in Saudi Arabia

2021 ◽  
Vol 58 (1) ◽  
pp. 667-681
Author(s):  
Dr. Sabrin Abdelaty Labib Abdelaty Et al.
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Early Stage ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Female Teachers ◽  
Search Data ◽  
Educational Staff

The purpose of the current research was to identify the obstacles of the development of critical thinking skills for the early stage child from the point of view of female teachers in Saudi Arabia. The sample of the research consisted of (120) teachers of early childhood, randomly selected in the cities of Dammam and Riyadh. The descriptive/qualitative method was used, and the questionnaire was used as a tool for collecting search data after verifying its suitability for application and consisted of (44) individuals in its final form for four basic domains. The research reached several results: The research sample approved the third domain: the obstacles of kindergarten management by a percentage of (75.40%), the sample of the research approved the second domain: the obstacles of the classroom environment and the curriculum, by a percentage of (73.60%), as well as the research sample approved the fourth domain: the obstacles of the kindergarten teacher by a percentage of (70.60%), and also approved the first domain: disabilities related to the characteristics and mental needs of the child by a percentage of (66.40%).The results also indicated that there were no statistically significant differences at the level (0.05) in the domains of the questionnaire about the obstacles of developing critical thinking skills for an early stage child from the point of view of the this stage teachers due to the change of the city (Dammam and Riyadh). The research recommended the need to put the child in a new educational experience in accordance with the characteristics of his/her development and needs, enrich the educational staff with innovative means and activities that address the higher thinking skills, appreciate the outstanding professional competencies, and increase the rewards and incentives for the teachers of the stage.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

scholarly journals Use Of Video-Based Cases As A Medium To Develop Critical Thinking Skills In Health Science Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Genevieve Pinto Zipp Zipp ◽  
Cathy Maher
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
Physical Therapy Education ◽  
Real Patient ◽  
Therapy Education

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.

scholarly journals Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis

2019 ◽  
Vol 12 (4) ◽  
pp. 217 ◽  
Author(s):  
Raja Omar Bahatheg
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Inductive Reasoning ◽  
Arabic Language ◽  
Thinking Skills ◽  
Arab Countries ◽  
Critical Thinking Skills ◽  
Science Textbooks ◽  
School Subjects

This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.

scholarly journals Critical thinking skills for diagnosis process application from the perspective of nursing students and professors

2020 ◽  
Vol 42 ◽  
pp. e47681
Author(s):  
Fernando Riegel ◽  
Maria da Graça Oliveira Crossetti
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Information Search ◽  
Education Institution ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Nursing Diagnosis ◽  
South Of Brazil ◽  
The Individual

Identify, from the experiences of nursing students and their professors, the critical thinking skills necessary for applying the diagnosis process to clinical practice. Descriptive-exploratory with qualitative approach. The study was conducted at a higher education institution in the south of Brazil, after approval from the Research Ethics Committee, under CAEE No 72294917.7.0000.5347. It had the participation of five nursing students and four nursing professors through focal group sessions. The content analysis technique was used for data analysis. The most remarkable holistic critical thinking skills identified from the point of view of the nursing students were: analysis and knowledge; from the professors' perspective, they were: analysis, information search, clinical experience, knowledge transformation, contextual perspective, intuition, prediction and comprehension. With the findings of this research, professors will be capable of implementing strategies focused on the individual needs of students in order to qualify teaching practices as to the nursing diagnosis process.

scholarly journals The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia

2021 ◽  
Vol 20 (8) ◽  
pp. 278-299
Author(s):  
Ali Tared Aldossari ◽  
Mohammed Msnhat Aldajani
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
School Students ◽  
Kingdom Of Saudi Arabia

This study aims to examine how effective a self-questioning strategy is at developing academic achievement and critical-thinking skills in the jurisprudence curriculum (Fiqh), followed by secondary-school students. The research sample is taken from secondary-school students in Dammam, the Kingdom of Saudi Arabia (KSA); 64 students from two different schools were selected: 32 as a control and 32 as an experimental group. The research instruments consist of an achievement test, a test to see how critical-thinking skills are applied to the Fiqh curriculum, and a teachers’ guide to teaching the Fiqh curriculum, using the self-questioning strategy. The study recommends the use of the self-questioning strategy when teaching the Fiqh curriculum to secondary-school students. It also highlights the need to raise teachers’ awareness of the importance of teaching critical-thinking skills. Considering the research results and recommendations, the researchers recommend several further avenues of research related to the current research variables.

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students

2013 ◽  
Vol 37 (4) ◽  
pp. 303-315 ◽  
Author(s):  
Kirsten Zimbardi ◽  
Andrea Bugarcic ◽  
Kay Colthorpe ◽  
Jonathan P. Good ◽  
Lesley J. Lluka
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Early Stage ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Biomedical Science ◽  
Scientific Thinking ◽  
Design Data ◽  
Course Content

Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

scholarly journals THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR

2019 ◽  
Vol 8 (1) ◽  
pp. 51
Author(s):  
Ahmad Zainudin ◽  
Machdalena Vianty ◽  
Rita Inderawati
Keyword(s):  
Critical Thinking ◽  
Classroom Environment ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Mixed Method Research ◽  
Efl Teachers ◽  
Questioning Behavior ◽  
Higher Order Questions

The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.

scholarly journals Educational Methods and their Relationship to Improving Students' Critical Thinking Skills from the Viewpoint of Teachers in Public Schools in the Capital Amman: الوسائل التعليمية وعلاقتها بتحسين مهارات التفكير الناقد لدى الطلبة من وجهة نظر المعلمين بالمدارس الحكومية في العاصمة عمان

2020 ◽  
Vol 4 (22) ◽  
Author(s):  
Oba Talal Abu Hamdeh
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Educational Process ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Educational Methods ◽  
Teaching Aids ◽  
High Degree

The study aimed to reveal educational methods and their relationship to improving students' critical thinking skills from the viewpoint of teachers in public schools in the capital Amman. The study used the descriptive analytical method, and the tool was represented in a questionnaire that was applied to a sample of (217) male and female primary / secondary school teachers in the capital Amman. The results showed that the use of educational aids in public schools in the capital Amman from the point of view of teachers has obtained mean of (3.99 out of 5) with a high degree, and that the level of critical thinking skills among students in public schools in the capital Amman has obtained mean of (3.93 out of 5), with a high degree also, and the results showed that there were statistically significant differences between the averages of the sample responses to the use of educational methods and their relationship to improving critical thinking skills in public schools in the capital Amman due to the gender variable in favor of males, and the absence of statistically significant differences attributable to the variable Pain Scientific qualification and variable of years of experience. The results also indicated a positive correlation statistically significant between educational means and improving critical thinking skills in public schools in the capital Amman. The study recommended that Away from the traditional teaching methods that rely on indoctrination and the use of teaching aids that add fun and entertainment to the educational process

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