scholarly journals Critical Thinking: The Zia Prep Academy Case

2014 ◽  
Vol 10 (4) ◽  
pp. 371
Author(s):  
Terry R. Adler
Keyword(s):  
Critical Thinking ◽  
Financial Analysis ◽  
Business Case ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Project Work ◽  
Essential Information ◽  
School Superintendent ◽  
Project Plan ◽  
Set Up

This paper discusses a case called The Zia Prep Academy that was developed to hone a persons critical thinking skill set in the context of structuring an agreement in the rehiring of a key executive. A detailed discussion is provided in how to set up an employees contract and project plan given the potential for strategic deception and misaligned expectations. Critical thinking skills require students to integrate framing project work in a work breakdown structure for the Zia Prep Academy Superintendent and then to decide what work is not necessary over her next term of employment. Essential versus non-essential information is presented as students process what is important to include in their overall analysis. Students must deal with the conditions of information compactedness, bounded rationality, and possible opportunism in writing the business case, or project plan, that accompanies the employee contract. The potential for strategic deception is present as uncertainty exists regarding the intentions of the school superintendent due to her proposed contract. Students work in traditional project management teams in writing a contract, business case, and financial analysis as part of the project plan. The outcome of this case is a greater understanding and ability in how to communicate key organizational requirements through team-based designs. The Zia Prep Academy case also facilitates ones development of conceptualizing a problem and then reaching a reasoned, team-based conclusion.

scholarly journals CRITICAL THINKING SKILLS AMONG MOROCCAN PHD STUDENTS OF HEALTH SCIENCES

2020 ◽  
pp. 279-288
Author(s):  
Imane Ghazlane ◽  
◽  
Bouzekri Touri ◽  
Mohamed Bergadi ◽  
Khalid Marnoufi ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Research Methodology ◽  
Research Work ◽  
Scientific Research ◽  
Thinking Skills ◽  
Health Sciences ◽  
Critical Thinking Skills ◽  
Close Relationship ◽  
And Performance ◽  
Set Up

The significant weakness in problem solving and innovation continues to affect scientific production in Morocco. That’s why, many reforms are set up to address the various problems raised. The national strategy for the development of scientific research by 2025 indicates the proper conduct and methodological integrity of research work. Literature states that critical thinking is the intellectual basis of the scientific research method. Furthermore, it has been empirically demonstrated that students with strong critical thinking skills(CTS)perform well in research methodology subjects. Therefore, the close relationship between critical thinking skills and performance in the research methodology application highlights the potential of young researchers in this area. The present work is the subject of an exploratory study that intends to reveal CTS, considered as an essential foundation for any research methodology, among 25 participants registered as researchers belonging to health sciences majors. The findings of this study scored moderate overall results of CTS. A significant correlation has been found between the overall score skills of the HSRT and the scores of the marks of their final projects. The correlation indicates that the success of their dissertation work was related to the deduction, evaluation, and inference subscales of the HSRT.

scholarly journals Working by projects: A way to enrich critical thinking and the writing process in a third grade eflclassroom

2014 ◽  
Vol 15 (2) ◽  
pp. 205
Author(s):  
Sandra Dolores Ruiz
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Project Work ◽  
Third Grade Students ◽  
Efl Students ◽  
Field Notes

This document presents the result of a qualitative action research developed with thirty-three third grade students at a public school in Bogota. This action research aimed at describing and analyzing the role of project work in the development of critical thinking in third grade efl students and to describe and document the way in which those students developed their writing skills through this methodology. The participants developed different inquiries related to topics they were interested in exploring and related to the recycling project of the school. The data were collected during eleven sessions carried out along eight months through field notes, artifacts, and audio recordings. The results show that through project work the students enhanced their emerging critical thinking skills and their writing process; improved their interactions with their classmates, discovered that learning English was something useful for their lives, and therefore they acquired more confidence in writing and speaking in English. Additionally, they became more reflective, organized and critical about what they think, what they say, and about what happens around them.

Facebook as a Pedagogical Tool in Fostering Students’ Critical Thinking Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 2335-2341
Author(s):  
Jamaliah Abdul Majid Et.al
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Group Project ◽  
Pedagogical Tool ◽  
Use Of Social Media ◽  
Set Up

This study examineswhether the implementation of Facebook as a pedagogical tool enhances critical thinking skills among final year accounting students who enrolled in financial statement analysis course. A Facebook group was set up and students were encouraged students to use the Facebook group as a platform to discuss and share resources relating to their group project. The critical thinking skills is analysed based on students’ achievement in addressing thegroup project, which is assessed using a rubric for critical thinking skills. The study finds that the use of the Facebook group fosters critical thinking skills among students with the Facebook group (the experimental group) as compared to students without the Facebook group (the control group). These findings are noteworthy since final year accounting students are struggling with critical thinking skills, yet it is an essential skill for accounting professionals. The results of this study is hoped to encourage educators in the digital age to make use of social media as a technology-enhanced learning environment for the benefits of students.

scholarly journals HOW LABORATORY QUALITY PROCEDURES AFFECT THE COMPETENCE OF CHEMISTRY UNDERGRADUATE STUDENTS?

2020 ◽  
Vol 17 (34) ◽  
pp. 10-22
Author(s):  
Agung Tri PRASETYA ◽  
Edy CAHYONO ◽  
A. SUDARMIN ◽  
Sri HARYANI
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Scientific Work ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Project Work ◽  
Achievement Level ◽  
Student Activities

Reform of the education system in universities is needed to improve the quality of graduates according to 21st-century competencies. The purpose of this study was to enhance the competence of chemistry graduates by applying a project-based learning model through the application of laboratory quality procedures (PBL-ALQP). The PBL-ALQP model has been used for the chemical analysis instrumentation experiment and was carried out in two stages. In the preliminary stage, student activities in working solutions preparation and conducting instrumentation analysis were observed to measure the achievement level of necessary laboratory skills and instrumentation analysis skills, respectively. In project work, students in groups were given a project to solve problems related to instrumentation analysis. By referring to the scientific articles that they must look for, students must collaboratively be able to compile project designs, implement projects, report project results by implementing laboratory quality procedures so that the results of the analysis carried out can be trusted and valid. Through authentic assessment, student activity was observed to measure the achievement level of critical thinking skills, communication skills, and scientific work abilities. The achievement level of basic laboratory skills, instrumentation analysis skills, critical thinking skills, communication skills, and scientific work abilities of chemistry students are in high categories. The results showed that PBL-ALQP model could be used to improve the competence of chemistry graduates.

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

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

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

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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