scholarly journals THE RELATIONSHIP BETWEEN CIVIC FACTORS AND THE MIDDLE PROFICIENCY LEVEL OF CIVIC KNOWLEDGE

2021 ◽  
Vol 2 ◽  
pp. 151-164
Author(s):  
Ireta Čekse ◽  
Reinis Alksnis
Keyword(s):  
Large Scale ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Middle Level ◽  
Civic Knowledge ◽  
Baltic Countries ◽  
Large Scale Data ◽  
Proficiency Level ◽  
The Baltic ◽  
The Relationship

This study explores the relationship between civic and citizenship factors and the middle proficiency level of students’ civic knowledge in the Baltic countries: Estonia, Latvia and Lithuania. The study uses large scale data from the IEA’s International Civic and Citizenship Education Study (ICCS) 2016. According to ICCS 2016, 39% of students from the three Baltic countries and only 26% of students from the Nordic countries had a middle proficiency level of civic knowledge. This middle proficiency level is the largest group in comparison to other levels. Therefore, the study aims to recognise the differences between the highest and lowest achievements in the middle proficiency level of civic knowledge and to examine the relationship between factors such as background, values, behaviour, citizenship activities and attitudes. Multivariable linear regression was used for the data analysis, creating several models. The results show that there are different factors associated with the highest and lowest achievements in the middle proficiency level. For example, the results indicate that students with a lower proficiency level participated in illegal protest activities more often and had lower critical thinking skills. Moreover, the research investigates differences inside the middle proficiency level of civic knowledge and between the lowest middle-level students and students from the lower level of civic knowledge.

scholarly journals OLD BELIEVERS IN RUSSIA AND ABROAD AMID THE PANDEMIC

2021 ◽  
Vol 23 (5) ◽  
pp. 128-136
Author(s):  
Olga Shimanskaya ◽  
Keyword(s):  
Large Scale ◽  
Digital Technologies ◽  
Modern World ◽  
Church Members ◽  
Old Believers ◽  
Baltic Countries ◽  
Everyday Practices ◽  
The Government ◽  
The Baltic ◽  
The Relationship

On the basis of documents and an array of confessional Internet publications, the article analyzes the interaction of Old Believer agreements with states (Russia, Ukraine, the Baltic countries, etc.) in the context of the coronavirus pandemic in 2020. It occurred during the 400th anniversary of the protopope Avvakum (Petrov) (1620–1682), which is celebrated by Old Believers in Russia and beyond. Old Believers nowadays are the largest Russian religious diaspora seeking selfdetermination in the modern world through interaction with states and society. The pandemic in the jubilee year became a mark of change in the relationship between the Old Believers and the government. It shifted from confrontation and neutrality to cooperation within the framework of those models of state-confessional relations that have become established in countries where their communities exist. During the pandemic Old Believer accords urged church members to follow state measures introduced to combat spread of the infection and perceive all restrictions as temporary obedience. There has been a significant modernization of interaction within confessional communities in liturgical and everyday practices, associated with the intensified use of digital technologies. As a result, celebration of the anniversary of archpriest Avvakum became possible on a large scale despite the restrictions.

The Relationship Among Vocabulary Size, Grammar Proficiency, and Critical Thinking Skills of Adult Language Learners

2020 ◽  
pp. 104515952095947
Author(s):  
İhsan Ünaldı ◽  
Erkan Yüce
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learners ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocabulary Size ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
Adult Language Learners ◽  
The Relationship

This study aims to determine the possible relationships among foreign language vocabulary size, foreign language grammar proficiency, and critical thinking skills. To this end, 126 adult language learners were examined in terms of vocabulary size, grammar proficiency, and critical thinking skills. The results revealed that participants’ grammar proficiency levels and their vocabulary size scores correlated significantly with certain aspects of critical thinking skills. However, unlike their vocabulary size scores, grammar proficiency level scores of the participants correlated significantly with their overall critical thinking skills scores. These results will be discussed in relation to adult language learners.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

scholarly journals Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

2018 ◽  
Vol 11 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Siti Zubaidah ◽  
◽  
Aloysius Duran Corebima ◽  
Susriyati Mahanal ◽  
Mistianah Mistianah ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Relationship ◽  
Reading Interest

Using undergraduate research to develop transferable skills for the modern workforce

2016 ◽  
Vol 37 (2) ◽  
pp. 84
Author(s):  
Jack TH Wang
Keyword(s):  
Biological Sciences ◽  
Large Scale ◽  
Undergraduate Research ◽  
Learning Experiences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Global Knowledge ◽  
Research Experiences ◽  
Transferable Skills ◽  
Authentic Learning Experiences

In the increasingly competitive global knowledge marketplace, Australian tertiary educators are looking to enrich their program offerings by providing authentic learning experiences for their students. In the biological sciences, this authenticity is best represented by hands-on inquiry and laboratory experimentation, often within the context of research internships. Authentic Large-Scale Undergraduate Research Experiences (ALUREs) aim to broaden the scope of these learning experiences by embedding research into coursework activities accessible by all students within the program. These experiences can promote learning gains in laboratory, analytical, and critical thinking skills, providing students with a transferable skillset applicable to many career paths across the science sector.

scholarly journals Developing critical thinking skills to improve reading comprehension

2020 ◽  
Vol 9 (4) ◽  
pp. 170-178
Author(s):  
María Piedad Rivadeneira-Barreiro
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Teaching Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Evaluation ◽  
The Relationship

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension.  Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university.  The results showed insignificant relation between critical thinking skills and learners' reading comprehension.  The findings also revealed both groups had small differences during the pretest and posttest.  The pretest and posttest showed minimal changes between groups, as well.  Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes.  The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

Early Identification of Transformation in the Proficiency Level of Critical Thinking

2017 ◽  
pp. 190-211
Author(s):  
Velmarie King Swing
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Associate Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Methodology ◽  
Associate Degree Nursing Students ◽  
Early Evaluation ◽  
First Semester ◽  
Proficiency Level

Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.

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