scholarly journals Using Students' Reflective Writing Journal To Develop Critical Thinking Skills, Among Al hussein Bin Talal University Students'

2007 ◽  
Vol 22 (57) ◽  
pp. 311-324
Author(s):  
Khitam Alghazo
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Thinking Skills ◽  
Reflective Writing ◽  
Critical Thinking Skills

scholarly journals Alternativas para reflexionar aspectos críticos de la ciencia en el aula-Alternatives to Reflect on Critical Aspects of Science in the Classroom

2015 ◽  
Vol 2 (22) ◽  
pp. 31
Author(s):  
Jordi Solbes-Matarredona ◽  
Nidia Yaneth Torres-Merchán
Keyword(s):  
Critical Thinking ◽  
Teacher Training ◽  
University Students ◽  
Social Issues ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Training Students ◽  
Critical Aspects ◽  
Formación Docente ◽  
Estudiantes Universitarios

Este artículo forma parte de una investigación sobre el uso de cuestiones socio-científicas a fin de promover las competencias para el pensamiento crítico en estudiantes universitarios. La primera parte presenta las apreciaciones de un grupo de estudiantes en formación docente acerca de la criticidad de la ciencia y lo que entienden por ciencia crítica. También, se presenta y se discute sobre las experiencias de algunos investigadores perseguidos debido a sus contribuciones científicas, ya que tuvieron implicaciones sociales, o cuestiones sociocientíficas.Alternatives to Reflect on Critical Aspects of Science in the ClassroomThis paper is part of a research about the use of scientific-social issues to promote critical thinking skills in university students. The first part presents the considerations of a group of teacher training students about the criticality of science and what they understand about critical science. It also presents and discusses the experiences of some researchers who were persecuted because of their scientific contributions with social implications or scientific social issues.Alternativas para refletir aspectos críticos da ciência na sala de aulaEste artigo é parte de uma investigação sobre o uso de questões sociais científicos, para promover habilidades de pensamento crítico dos estudantes da universidade. A primeira parte apresenta os motivos que levaram um grupo de estudantes de formação de professores sobre a criticidade da ciência e o que eles querem dizer com uma ciência crítica. Ele também apresenta e discute alguns investigadores perseguidos por suas contribuições científicas para implicações sociais ou questões sociais científicos. 

scholarly journals Evaluation of Halpern's “Structural Component” for Improving Critical Thinking

2008 ◽  
Vol 11 (1) ◽  
pp. 266-274 ◽  
Author(s):  
Ana Mª Nieto ◽  
Carlos Saiz
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Structural Component ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Component Model ◽  
Control Group ◽  
Instruction Group ◽  
Four Component Model

Halpern (1998) proposed a four-component model for promoting the transfer of critical thinking. One of them, the “structural component,” focuses on how to organize teaching so that critical thinking skills can be generalized. Here, we assess the efficiency of that type of organization. Thus, one group of university students received instruction following the suggestions specified in that component and their performance was compared with that of other university students who received instruction in the same skills but using a different procedure, and with that of a control group. In comparison with the control group, the performance of both instructed groups was better after training. However, no significant differences were observed between either instruction group; both forms of instruction afforded very similar results.

scholarly journals CRITICAL THINKING IN THE PRACTICE OF EDUCATIONAL INTERVENTION

2020 ◽  
pp. 1-2
Author(s):  
Celia Carrera Hernández ◽  
M. C. Perla Meléndez Grijalva*
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
University Students ◽  
Educational Intervention ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Phenomenological Method ◽  
Qualitative Investigation ◽  
Formal Curriculum

University students must be critical,and for this,from the formal curriculum and its development,critical thinking must be favored,not only for the fulfillment of the purposes of education at the level,but for the influence of their graduates in the transformation Social. A qualitative investigation was carried out with the phenomenological method since it recovered experiences and perceptions of professors and students of Bachelor in Educational Intervention with the purpose of understanding from the perception of the actors the critical thinking skills that they need to develop to carry out the process of educative intervention. A focus group was held with teachers, 55 interviews and 55 mixed questionnaires for students in sixth and eighth semesters attending professional practices.The skills that still need to be developed to intervene are inductive reasoning and argumentation,important to develop diagnoses and identify areas of opportunity to transform them.

scholarly journals Use of webcasting and development of critical thinking skills

2017 ◽  
Author(s):  
Antonella Poce ◽  
Francesco Agrusti ◽  
Maria Rosaria Re
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
University Students ◽  
Experimental Research ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Department Of Education ◽  
Present Contribution ◽  
Written Production

The present contribution describes the results of a research carried out at the Laboratory of Experimental Research - Department of Education, Roma TRE University. Main aim of the research is to assess if it possible to increase critical thinking skills in university students, through meaningful online cultural insights in general and webcasting in particular. Students in Education attended part of the course “Methodology of Research” online, through a webcasting activity: cultural insights, guided discussions, videos, built on structured models, prompted reasoning, elaboration of ideas and knowledge connections. Students had the possibility to deepen knowledge and abilities linked to the themes of the course, but also to develop argumentation skill, communication and critical evaluation skill. The data analysis presented in this report were developed along the double diachronic and synchronic dimensions; the evolution of critical thinking skills has been verified by the lexicon-metric analyses of written production.

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