scholarly journals An Analysis Of Mathematics Teacher Candidates Critical Thinking Dispositions And Their Logical Thinking Skills

2013 ◽  
Vol 9 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Lutfi Incikabi ◽  
Abdulkadir Tuna ◽  
Abdullah Cagri Biber
Keyword(s):  
Critical Thinking ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Type ◽  
Logical Thinking ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aimed toinvestigate the existence of the relationship between mathematics teachercandidates critical thinking skills and their logical thinking dispositions interms of the variables of grade level in college, high school type, and gender.The current study utilized relational survey model and included a total of 99mathematics teacher candidates from the department of elementary mathematicseducation at a university in Turkey. Among the results of the study were thatmathematics teacher candidates had a low level of logical thinking skills andcritical thinking dispositions; mathematics teacher candidates logicalthinking skills were improved from second grade to third grade level whiletheir critical thinking skills did not change considerably by the grade level;mathematics teacher candidates critical thinking abilities did not affectconsiderably by the high school type that were graduated from while regularhigh school graduates possessed lower level of logical thinking abilities thanthe others; a weak and negatively directed correlation between mathematicsteacher candidates critical thinking dispositions and their logical thinkingskills was evident.

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University

2019 ◽  
Vol 12 (12) ◽  
pp. 30
Author(s):  
Fenglin Zhou ◽  
Yuewu Lin
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Standards ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
English Majors ◽  
Normal University

Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.

scholarly journals Analysis of Critical Thinking Dispositions Regarding Teachers’ Schematic Representation of Resource Systems

2021 ◽  
Vol 10 (4) ◽  
pp. 129
Author(s):  
Menekse Seden Tapan-Broutin ◽  
Sirin Ilkorucu
Keyword(s):  
Critical Thinking ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Schematic Representation ◽  
Thinking Dispositions ◽  
Self Confidence ◽  
Critical Thinking Dispositions ◽  
Faculty Of Education ◽  
Resource System ◽  
Resource Systems

Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers’ creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes “truth-seeking”, “open-minded”, “analytic”, “systematic” and “self-confidence” were found in the schematic presentation of mathematics teacher candidates’ critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.

scholarly journals Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions

2018 ◽  
Vol 5 (1) ◽  
pp. 108 ◽  
Author(s):  
Sri Hastuti Noer
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Discovery ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
In The Beginning ◽  
And Control ◽  
The Impact

This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

scholarly journals Examination of Media Literacy and Critical Thinking Levels of Teacher Candidates in the Age of Global Communication

2021 ◽  
Vol 11 (3) ◽  
pp. 600-612
Author(s):  
elif selcan öztay
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Teacher Candidates ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
The Media

The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.

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