scholarly journals Promoção do Pensamento Crítico em Alunos Universitários: o Uso do Fórum de Discussão no Ensino a Distância

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Fábio Luiz Da Silva ◽  
Fabiane Tais Muzardo ◽  
Juliana Chueire Lyra
Keyword(s):  
Distance Education ◽  
Critical Thinking ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
On Line ◽  
Blooms Taxonomy

O desenvolvimento do pensamento crítico é um dos objetivos do ensino, tanto no presencial quanto na modalidade a distância (EaD). No ensino a distância, o contato face a face entre professor e aluno é substituído pela interação por meio de ferramentas virtuais de aprendizagem, com destaque para os fóruns de discussão on-line. Esta pesquisa buscou refletir sobre a possibilidade de os fóruns desenvolverem o pensamento crítico dos alunos. Para isso realizou-se um estudo de caso com 28 alunos que cursavam licenciatura na modalidade a distância. Os participantes foram divididos em grupo de controle e grupo experimental; este foi submetido a intervenções no fórum baseadas na Taxionomia de Bloom revisada. O desempenho dos alunos foi analisado por meio da aplicação de pré-teste e pós-teste. Os resultados obtidos indicam que, no caso estudado, não houve diferença significativa entre os dois grupos. Apesar disso, acreditamos que o fórum pode colaborar para o desenvolvimento do pensamento crítico caso faça parte de uma remodelagem dos ciclos de formação dos cursos.Palavras-chave: Pensamento crítico, Fórum de discussão on-line, Taxionomia de Bloom.Development of Critical Thinking in College Students: the Usage of On-line Discussion ForumsAbstract The development of critical thinking is one of the objectives of education, as much on classroom education as in distance education (Ead). In distance education, the face to face contact between professor and student is replaced byvirtual tools for learning, with emphasis on the online discussion forums. This research seeks to reflect about the possibility that the forums develop the students critical thinking skills. For that, a case study was carried out with 28 students who attended to licentiate degree classes on the distance education mode. The participants were divided in Control Group and Study Group, being the latter one submitted to interventions on the forum based on revised Blooms taxonomy. The students performance was analyzed by means of usage of pre-test and post-test. The results obtained indicate that, in the case studied, there wasnt any substantial difference between the two groups.Despite this, we believe that the forum can contribute to the development of critical thinking if it is part of a reshaping of the course cycles.Keywords: Critical thinking, Online discussion forums, Blooms taxonomy.

scholarly journals Development of Criticality in Thought: A Conceptual Framework for Online Student Discussion Forums in Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Conceptual Framework ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discussion Forums ◽  
Online Discussion Forums

Assessing student understanding and extending student learning beyond the face-to-face or synchronous online lesson is commonly done with the use of online discussion forums. However, the challenge reported by tutors of higher education has always been the lack of active participation and critical engagement by students unless the task is graded formally. Researchers have been investigating various approaches to facilitate effective learning experiences such that students are motivated to engage others when they are tasked to partake in such asynchronous discussions. This paper explores how I sought to engage my Engineering undergraduate students, reading a critical thinking and writing module taught in a blended learning environment, in online discussion forums with the adoption of the Paul-Elder critical thinking framework. The aim was to develop higher levels of criticality in thought in students’ forum responses, while demonstrating the application of the critical thinking tools, such that they were able to collaboratively construct knowledge and deepen their conceptual understanding of Engineering leadership. Results of the analysis found that students were engaged in spontaneous dialogic discussions in the form of repeated extended posts published in the online discussion forums. Furthermore, analysis of student critical reflection essays also confirmed that the online discussion forums, with a deliberate use of the tools of the framework, had contributed to their development of critical thinking skills to deepen their understanding. This paper concludes with a recommendation for tutors of higher education to make the assessment of students’ critical reflection or critical thinking skills visible for students with a proposed conceptual framework for online discussion forums.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

scholarly journals Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

2021 ◽  
Vol 9 (1) ◽  
pp. 138-160
Author(s):  
Foong May Yeong
Keyword(s):  
Online Discussion ◽  
Life Sciences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discussion Forums ◽  
Domain Specific ◽  
Online Discussion Forums ◽  
Asynchronous Online Discussion ◽  
Domain Specific Knowledge ◽  
General Skills

To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand their problem-solving approaches. The students worked in small groups using asynchronous, online discussion forums (AODFs) to discuss their approaches to solving an ill-structured problem posed. Each group submitted their solution to the problem in an essay. From my analysis of students’ posts at AODFs, students seemed fairly competent in using domain-specific knowledge and certain domain-general skills in scientific argumentation. However, they lacked the ability to properly define the problem scope and, consequently, failed to address the problem adequately. The study illuminated students’ challenges and provided me possible ways to plan relevant scaffolds in subsequent iterations of the activity.

scholarly journals Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

2021 ◽  
Vol 9 (1) ◽  
pp. 138-160
Author(s):  
Foong May Yeong
Keyword(s):  
Online Discussion ◽  
Life Sciences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discussion Forums ◽  
Domain Specific ◽  
Online Discussion Forums ◽  
Asynchronous Online Discussion ◽  
Domain Specific Knowledge ◽  
General Skills

To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand their problem-solving approaches. The students worked in small groups using asynchronous, online discussion forums (AODFs) to discuss their approaches to solving an ill-structured problem posed. Each group submitted their solution to the problem in an essay. From my analysis of students’ posts at AODFs, students seemed fairly competent in using domain-specific knowledge and certain domain-general skills in scientific argumentation. However, they lacked the ability to properly define the problem scope and, consequently, failed to address the problem adequately. The study illuminated students’ challenges and provided me possible ways to plan relevant scaffolds in subsequent iterations of the activity.

scholarly journals The critical thinking skills of biology teacher candidates toward the ethical issues

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Yuyun Maryuningsih ◽  
Topik Hidayat ◽  
R. Riandi ◽  
Nuryani Y. Rustaman
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Ethical Issues ◽  
Online Discussion ◽  
Thinking Skills ◽  
Genetically Engineered ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Control Group ◽  
Biology Teacher

The critical thinking skills are needed by biology teacher candidates to deal with the nowadays ethical issues arisen among society. The aim of this research was to observe the critical thinking skills of biology teacher candidates toward the ethical issues especially in genetic field through online discussion. The subjects of this experimental research were 104 biology teacher candidates who took the Genetics Course in an institution in West Java.  The subject were devided into three groups consisted of two experimental groups and one control group which conducted online discussion by using Gen-21cs application. The experimental groups discussed the topics given by the both instructor and students, while the control group only discussed the topics given by the instructor. The topics discussed were cell cloning, Genetically Engineered Products, stemcell and inbreeding. The online discussions have been done for four weeks. The biology teacher candidate responses were measured using the critica thinking measurement developed by Facione.The critical thinking scores gained were analyzed using descriptive statistic in term of mean. The results showed that the critical thinking skills of the biology teacher candidates tended to increase in each discussion sessions. Online discussion can be used to ensure the other thinking skills.

scholarly journals Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study

2020 ◽  
Vol 3 (2) ◽  
pp. 82
Author(s):  
Naima Ahmad Al-Husban
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Need Support ◽  
Level Of Thinking ◽  
High Level ◽  
Higher Institutions

This study investigated critical thinking indicators of students’ postings on the asynchronous online discussion forums on the learning management system (LMS) at Arab Open University (AOU), Jordan. The models used to diagnose nineteen students’ postings were Garrisons’ (2001) thinking skills and Newman (1995). Results revealed that participants’ postings reflected the critical thinking indicators proposed by Newman like relevance and importance, but students need to enhance skills like justification, and critical assessment. According to Garrisons’ model, participants could identify, and explore problems, but they need support to evaluate the problem and integrate solutions into their existing knowledge. The findings reveal that participants acquire essential critical thinking skills, but they need to focus on higher order skills. Further research should be conducted using different courses issues to impart the critical thinking indicators that students need in higher institutions. In addition, instructors should be trained on how to formulate online tasks that stimulate high level of thinking.

scholarly journals The Effect of Backchannel Communication in Developing Students’ Critical Thinking Skills

2018 ◽  
pp. 69-74
Keyword(s):  
Critical Thinking ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Body ◽  
Classroom Discussion ◽  
Control Group ◽  
Thinking Skill ◽  
Body Of Knowledge ◽  
Experimental Group

The purpose of this study is to examine the effect of backchannel communication in developing students’critical thinking skill: macro and micro critical thinking.There are many tools in backchannel communication (BC). Padlet has been used as one of backchannel communication in this research.There are seventy students from two classes (Class X and Class Z) involved as sample in this study.Quasi- experimental research design applied in this research. Class X was selected as the experimental group (using padlet online discussion) and Class Z became the control group (classroom discussion) while learning Critical Thinking subject. Padlet online discussion was used as tool to plot discussion in a group on the topic given by the teacher. The finding shows that students who used back channel communication showed greater macro critical thinking level than to those who did not use back channel communication. While for students who used BC did not show greater critical thinking level than to those who did not use BC.This study will contribute to the body of knowledge on technologies for learning and online learning. This will allow better understanding on how technology can facilitate learning especially critical thinking.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

Sign in / Sign up

Export Citation Format

Share Document