scholarly journals Effects of Bioethics Education on Biomedical Ethics Consciousness, Interpersonal Relationship Empathy and Social Empathy, Critical Thinking Tendency, and Moral Behavior

2021 ◽  
Vol 6 (1) ◽  
pp. 1-8
Author(s):  
Nam Joo Je ◽  
◽  
Meera Park* ◽  
Keyword(s):  
Critical Thinking ◽  
Interpersonal Relationship ◽  
Moral Behavior ◽  
Biomedical Ethics ◽  
Bioethics Education ◽  
Social Empathy

scholarly journals Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

PLoS ONE ◽  
2012 ◽  
Vol 7 (5) ◽  
pp. e36791 ◽  
Author(s):  
Jeanne Ting Chowning ◽  
Joan Carlton Griswold ◽  
Dina N. Kovarik ◽  
Laura J. Collins
Keyword(s):  
Critical Thinking ◽  
Bioethics Education

Life Skills Of Youth In Chennai Slums

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 432-445
Author(s):  
RICHARD M. P ◽  
Dr S. ARUL PRASAD
Keyword(s):  
Critical Thinking ◽  
Life Skills ◽  
Large Scale ◽  
Interpersonal Relationship ◽  
Simple Random Sampling ◽  
World Health ◽  
Self Awareness ◽  
Standards Of Living ◽  
Health Organization ◽  
And Coping

Slums are universal in character and no country is able to get rid of them. Large-scale migration to the cities due to employment opportunities and other community facilities, an income level which is inadequate to maintain decent standards of living are some of the major contributory factors responsible for the growth of slums especially in Chennai as per Tamilnadu slum clearance board. Life Skills have been defined by the World Health Organization (WHO) as psychosocial abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life. The youth from slums due to lack of effective utilization of their skills are still in a lower level jobs and have not climbed to great ladders. The youth pursuing their graduation or pursuing their post graduation belonging to the age group between eighteen to twenty four years of age from Zone 8 slum recognized by the slum clearance board alone are the respondents. Strength of thirty samples by using simple random sampling method was used for the research. A majority 73.3% of the respondents were in poor condition level in self awareness dimension, while 26.7% of them were in average level. It is inferred that the respondents various life skills from different dimensions namely interpersonal relationship, critical thinking, decision making, problem solving and coping with emotions do differ with regard to their gender. It is observed that there is strong and significant association between various dimensions of life skills namely Interpersonal relationship (X2-4.562,df-1), Effective communication (X2-1.425,df-1) and Critical thinking (X2-4.124,df-1). The research suggests the need for bettering the life skill education among the youth from slums at the time of their academics itself

scholarly journals Using Cooperative Learning In Teaching Critical Thinking In Reading

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Anit Pranita Devi ◽  
Bachrudin Musthafa ◽  
Gin Gin Gustine Gustine
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Language Use ◽  
Interpersonal Relationship ◽  
Structured Interview ◽  
Classroom Observations ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Development Of Students

This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.Keywords: cooperative learning, critical thinking

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web
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