The Impact of an Enrichment Program Using (V) Shape Map to Teach Research Methods Course on Developing Scientific Research Skills and Critical Thinking Skills among Students of Educational Sciences - Zarqa University

Background: Scientific research processes are of capital significance in defining problems from a critical perspective, identifying the variables, determining the relationships between these problem variables, and finding solutions to existing issues. Aim: Based on this direction, the current study aimed to examine the effects of sports science students' attitudes towards scientific research methods course on their critical thinking skills considering various variables. Methods: The study group, determined by a simple random sampling method, comprised 412 students with an average age of 21.92, studying in sports sciences. "Attitude Scale Towards Scientific Research Course" and "Critical Thinking Skills Scale" were used to scale students' scientific research and critical thinking skills. Results: The study determined that while there was no significant difference between the students according to the gender variable, there were differences according to the department and class variables. Conclusion: As a result, there is a positive relationship between students' attitudes towards scientific research methods and their critical thinking skills. Keywords: Sport Sciences, Scientific Research, Critical Thinking

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Application of the «Bloom Cube» Reception When Teaching Mathematics

Profession-oriented School ◽

10.12737/article_5da025eda7a5a0.04890274 ◽

2019 ◽

Vol 7 (5) ◽

pp. 14-20

Author(s):

Аида Келдибекова ◽

Aida Keldibekova ◽

Уланбек Сопуев ◽

Ulanbek Sopuev

Keyword(s):

Critical Thinking ◽

Research Methods ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teaching Mathematics ◽

Research Skills ◽

Basic Principles ◽

Mathematical Problems

The aim of the article is to study the features of the methodological method “Bloom Cube” in the formation of critical thinking of students in teaching mathematics. Following research methods were used: the study of the works of the founders of critical thinking technology, the analysis of educational and methodical literature on this topic. In the course of the study, the results were obtained: conditions for the formation of critical thinking skills of students in solving mathematical problems were determined, areas of application and basic principles for compiling Bloom questions were identifi ed. Conclusions: the use of the Bloom Cube technique in teaching mathematics contributes to the formation of students ‘research skills and is eff ective in developing students’ mathematical and analytical competencies.

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Small Firm Audit Partner Hiring Crisis: A Role Play for Critical Thinking and Negotiation Skills

Issues in Accounting Education ◽

10.2308/iace-51117 ◽

2015 ◽

Vol 30 (4) ◽

pp. 275-296 ◽

Cited By ~ 1

Author(s):

George R. Aldhizer

Keyword(s):

Critical Thinking ◽

Small Firm ◽

Role Play ◽

Terminally Ill ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Planning Stage ◽

Skill Sets ◽

Final Agreement ◽

The Impact

ABSTRACT This role play requires students to consider the complexities of a small CPA firm urgently attempting to replace the unique industry knowledge and experience possessed by a terminally ill audit partner. In this role play, students assume the position of either an existing partner or a former partner who is considering rejoining the firm. This role play includes two sections. First, in the planning stage, students brainstorm mutually equivalent options that satisfy their critical financial and nonfinancial interests to address the problem of replacing the terminally ill partner in their respective existing partner and former partner teams. Second, students engage in a “table” negotiation with their assigned counterpart to reach an amicable agreement to this firm crisis and participate in a debriefing session and prepare a debriefing document. The small firm context provides a unique opportunity to make contributions to the existing accounting and auditing literature related to enhancing students' critical thinking and negotiation skills. Distinctive small firm role play elements that should enhance critical thinking and negotiation skills include considering contingent agreements that dovetail differences in future legal liability forecasts, and dovetailing differences to take advantage of complementary skill sets to mitigate industry-specific auditor detection risks and related business risks.1 Critical thinking skills also should be strengthened through negotiating a package of interests and related options including the impact of various tradeoffs that are not fully known until the table negotiation commences so that the final agreement does not exceed the firm's non-negotiable budgetary constraints.

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Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽

10.1515/seeur-2017-0004 ◽

2017 ◽

Vol 12 (1) ◽

pp. 53-68 ◽

Cited By ~ 1

Author(s):

Brikena Xhaferi ◽

Gezim Xhaferi

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Careful Consideration ◽

Critical Thinking Skills ◽

Good Tool ◽

Self Reflection ◽

Positive Attitudes ◽

Study Results ◽

The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

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Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

SHS Web of Conferences ◽

10.1051/shsconf/20185001155 ◽

2018 ◽

Vol 50 ◽

pp. 01155

Author(s):

Yuliya Savinova ◽

Tatiana Akhmetzyanova ◽

Svetlana Pozdnyakova ◽

Ekaterina Dvorak ◽

Zhanna Zarutskaya

Keyword(s):

Critical Thinking ◽

Student Engagement ◽

Foreign Language ◽

Communicative Competence ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Foreign Languages ◽

Research Skills ◽

High Level ◽

Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

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The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v10i3.28655 ◽

2021 ◽

Vol 10 (3) ◽

pp. 346-356

Author(s):

H. Lestari ◽

W. Sopandi ◽

U. S. Sa'ud ◽

B. Musthafa ◽

D. Budimansyah ◽

...

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Elementary School Teachers ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Online Mentoring ◽

School Teachers ◽

Knowledge And Skills ◽

The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

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Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

Jurnal Ilmiah Pendidikan Fisika Al-Biruni ◽

10.24042/jipfalbiruni.v9i1.4630 ◽

2020 ◽

Vol 9 (1) ◽

pp. 87-97

Author(s):

Ade Febri ◽

Sajidan Sajidan ◽

Sarwanto Sarwanto ◽

Dewanto Harjunowibowo

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Creative Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Score ◽

Guided Inquiry ◽

Central Java ◽

Before And After ◽

The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

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Critical Thinking in Teacher Education

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7823-9.ch001 ◽

2019 ◽

pp. 1-18

Author(s):

Katie Peterson-Hernandez ◽

Steven S. Fletcher

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Critical Thinking ◽

Teacher Education Program ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Preparation Programs ◽

Methods Course ◽

Preparation Programs ◽

Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

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Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol

BMJ Open ◽

10.1136/bmjopen-2019-033214 ◽

2020 ◽

Vol 10 (1) ◽

pp. e033214

Author(s):

Frida Westerdahl ◽

Elisabeth Carlson ◽

Anne Wennick ◽

Gunilla Borglin

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Teaching Strategies ◽

Scoping Review ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Ethical Review ◽

Sensitive Information ◽

Design Data ◽

The Impact

IntroductionApplying critical thinking is essential for nursing students both in an academic and clinical context. Particularly, as critical thinking is a vital part of nurses’ everyday problem-solving and decision-making processes. Therefore, regardless of the topic taught or the setting in which it is taught, it requires teaching strategies especially targeting students’ critical thinking skills and abilities. One challenge with the latter is the difficulties to assess and evaluate the impact of such teaching strategies on the students’ critical thinking disposition. Hence, our objective will be to review published literature on; existing teaching strategies and outcomes assessments targeting nursing students’ critical thinking skills and abilities.Methods and analysisOur scoping review will be conducted in accordance with Arksey and O’Malley’s framework for scoping studies. Search strategies will be developed in cooperation with an experienced librarian, and adjusted to each individual database for example, CINAHL, PubMed, PsycINFO, ERIC and ERC. A preliminary search in CINAHL was conducted on the 17thof July 2019. Peer-reviewed published studies conducted with a qualitative, quantitative or mixed method design and focussing our objectives, will be eligible for inclusion. Included studies will be quality assessed in accordance with their study design. Data will be charted using a standardised extraction form. The qualitative data will be presented through a thematic analyses, and the quantitative data by descriptive numerical analysis. Lastly, nurse educators and nursing students will be consulted for validation of the findings from the scoping review.Ethics and disseminationUnder the Swedish Ethical Review Act (2003:460) this study does not need ethical clearance by a Regional Ethical Review Authority as it not includes any primary empirical data on biological material or sensitive information. The findings will be used to inform the design of a future study aiming to develop an, and subsequently evaluate it, educational intervention targeting teaching strategies focussing on nursing students’ critical thinking skills and abilities.

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