scholarly journals Genealogy as a Solution in Education

2018 ◽  
Author(s):  
Malcolm Noble
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Learning Theory ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Core ◽  
Core Skills

Genealogy contributes to learning by developing critical thinking skills. A review of three classics of genealogical literature, matched against modern tutors, confirmed that the validation and evaluation of information and the management of hypotheses have long been the core skills for family historians. A consultation with 100 genealogists revealed a preference for task orientated learning, often alone, in a self-contained environment. Reference to learning theory suggested that Genealogical Studies could be usefully offered to under achieving students in general education who respond to these conditions.

Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

scholarly journals Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 359
Author(s):  
Dominikus Tulasi
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Behavior ◽  
Empirical Evaluation ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered Learning ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind. 

scholarly journals Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nhung Thi Tuyet Pham
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Learning ◽  
Descriptive Analysis ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Literacy ◽  
Comprehensive University ◽  
The University

Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

scholarly journals Redesigning a General Education Science Course to Promote Critical Thinking

2015 ◽  
Vol 14 (3) ◽  
pp. ar30 ◽  
Author(s):  
Matthew P. Rowe ◽  
B. Marcus Gillespie ◽  
Kevin R. Harris ◽  
Steven D. Koether ◽  
Li-Jen Y. Shannon ◽  
...  
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Scientific Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Curriculum ◽  
Logical Fallacies ◽  
Scientific Facts ◽  
Education Science ◽  
Scientific Ideas

Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy.

scholarly journals Critical thinking for the federal auditor

2020 ◽  
Vol 27 (91) ◽  
pp. 2-26
Author(s):  
Gabrielle G. McClure-Nelson
Keyword(s):  
Critical Thinking ◽  
Private Sector ◽  
Core Competencies ◽  
Public Trust ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Recent Survey ◽  
Certified Public Accountants ◽  
American Institute ◽  
The Core

In the overly constrained space of the federal audit environment, to what extent can critical thinking skills be applied in a profession characterized by arduous public trust expectations, controlling auditing standards, prescriptive federal acquisition policies, frequently changing guidance, continual peer oversight, and the slow implementation of audit findings? Promoting the increased use of private sector auditors may suggest that federal auditors perceive competencies differently. However, a recent survey administered to 645 auditors of a federal audit agency region indicated that the majority of the core competencies identified by the American Institute of Certified Public Accountants are perceived as relevant in auditing government contractors. However, of concern, the data were mixed in support of critical thinking as an important competency. Given employer preference for skills in this area, the author attempts to identify applications to increase auditor critical thinking skills and to offer suggestions for increasing the relevance of the federal audit.

scholarly journals Interaction between Students' Learning and Early Mathematical Skills to Increase Mathematical Critical Thinking Skills

2019 ◽  
Vol 10 (1) ◽  
pp. 125-134
Author(s):  
Yumiati Yumiati ◽  
Yaya Kusumah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Skills ◽  
Learning Groups ◽  
Learning Group ◽  
The Core ◽  
Quasi Experimental ◽  
Group 3 ◽  
Learning Factors

The aim of this study is to determine the interaction between learning factors (CORE and conventional) and the initial mathematical skills factor (KAM) to increase mathematical critical thinking skills (KBKM) of students. The method used in this study was quasi-experimental with the non-equivalent group pretest-post design. The data analysis used was two-way ANAVA test. The results of the study are (1) There is no interaction between learning factors with KAM factors (2) the improvement students’ mathematical critical thinking skills in the CORE (connecting, organizing, reflecting, extending). learning group is higher than the conventional learning group for each KAM group (3) In both learning groups, the improvement of the students’ mathematical critical thinking skills in the upper KAM level is higher than the middle and lower KAM level and the improvement in the middle KAM level is higher than the lower KAM level.

scholarly journals KAJIAN BERPIKIR KRITIS PADA METODE INKUIRI

2019 ◽  
Vol 3 ◽  
pp. 74
Author(s):  
Dwi Nugraheni Rositawati
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accurate Data ◽  
The Core ◽  
Inquiry Method ◽  
Motivation And Learning ◽  
Scientific Arguments

<p class="AbstractEnglish"><strong>Abstract: </strong>This study examines the fundamental things of the Inquiry Method that can be used to improve critical thinking skills. The purpose of this study are: a) Knowing the mechanism of the Inquiry Method can be used to improve critical thinking skills, b) Knowing the steps of critical thinking, c) Knowing the characteristics of critical thinking, d) Knowing the supporting components of the increasing critical thinking skills by applying inquiry method, and e) Knowing the role of supporting components and their influence in improving critical thinking skills by applying inquiry methods. The results of the study revealed that critical thinking consisted of six sub-abilities which became the core of critical thinking skills, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. The steps of the Inquiry method are the foundation for critical thinking and can be used as a "thinking map". The process of reasoning in a systematic, logical and deep manner accompanied by scientific arguments along with evidence in the form of accurate data/information so that conclusions can be used to train critical thinking. The dominant supporting component that can influence the increase in critical thinking skills using inquiry methods is motivation and learning environment.</p><p class="KeywordsEngish"><strong>Abstrak:</strong> Penelitian ini mengkaji hal-hal mendasar pada Metode Inkuiri yang dapat digunakan untuk meningkatkan kemampuan berpikir kritis. Tujuan dari penelitian ini adalah: a) Mengetahui mekanisme Metode Inkuiri dapat digunakan untuk meningkatkan kemampuan berpikir kritis, b) Mengetahui langkah-langkah berpikir kritis, c) Mengetahui karakteristik berpikir kritis, d) Mengetahui komponen-komponen pendukung terjadinya peningkatan kemampuan berpikir kritis dengan penerapan metode inkuiri, dan e) Mengetahui peranan komponen pendukung  dan pengaruhnya dalam meningkatkan kemampuan berpikir kritis dengan penerapan metode inkuiri. Hasil penelitian mengungkapkan bahwa berpikir kritis terdiri dari enam sub-kemampuan yang menjadi inti kemampuan berpikir kritis yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi dan regulasi diri. Langkah-langkah metode Inkuiri merupakan landasan untuk berpikir kritis dan dapat digunakan sebagai “peta berpikir”. Proses penalaran secara sistematis, logis dan mendalam yang disertai argumentasi ilmiah beserta bukti berupa data/informasi yang akurat sehingga diperoleh kesimpulan yang dapat dipertanggungjawabkan dapat digunakan untuk melatih berpikir kritis. Komponen pendukung yang dominan dapat mempengaruhi terjadinya peningkatan kemampuan berpikir kritis dengan menggunakan metode inkuiri adalah motivasi dan lingkungan belajar.</p>

Simulation

2010 ◽  
pp. 1-14
Author(s):  
Istvan Molnar
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Curriculum Design ◽  
Career Paths ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Modelling And Simulation ◽  
Core Knowledge ◽  
The Core ◽  
Simulation Education

This chapter attempts to define the knowledge body of simulation and describes the underlying principles of simulation education. It argues that any programs in Modelling and Simulation should recognize the multi- and interdisciplinary character of the field and realize the program in wide co-operation. The chapter starts with the clarification of the major objectives and principles of the Modelling and Simulation Program and the related degrees, based on a broad business and real world perspective. After reviewing students’ background, especially communication, interpersonal, team, analytical and critical thinking skills, furthermore some of the additional skills facilitating entering a career, the employer’s view and possible career paths are examined. Finally, the core knowledge body, the curriculum design and program related issues are discussed. The author hopes to contribute to the recent discussions about modelling and simulation education and the profession.

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