scholarly journals The critical thinking skills of biology teacher candidates toward the ethical issues

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Yuyun Maryuningsih ◽  
Topik Hidayat ◽  
R. Riandi ◽  
Nuryani Y. Rustaman
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Ethical Issues ◽  
Online Discussion ◽  
Thinking Skills ◽  
Genetically Engineered ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Control Group ◽  
Biology Teacher

The critical thinking skills are needed by biology teacher candidates to deal with the nowadays ethical issues arisen among society. The aim of this research was to observe the critical thinking skills of biology teacher candidates toward the ethical issues especially in genetic field through online discussion. The subjects of this experimental research were 104 biology teacher candidates who took the Genetics Course in an institution in West Java.  The subject were devided into three groups consisted of two experimental groups and one control group which conducted online discussion by using Gen-21cs application. The experimental groups discussed the topics given by the both instructor and students, while the control group only discussed the topics given by the instructor. The topics discussed were cell cloning, Genetically Engineered Products, stemcell and inbreeding. The online discussions have been done for four weeks. The biology teacher candidate responses were measured using the critica thinking measurement developed by Facione.The critical thinking scores gained were analyzed using descriptive statistic in term of mean. The results showed that the critical thinking skills of the biology teacher candidates tended to increase in each discussion sessions. Online discussion can be used to ensure the other thinking skills.

scholarly journals Promoção do Pensamento Crítico em Alunos Universitários: o Uso do Fórum de Discussão no Ensino a Distância

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Fábio Luiz Da Silva ◽  
Fabiane Tais Muzardo ◽  
Juliana Chueire Lyra
Keyword(s):  
Distance Education ◽  
Critical Thinking ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
On Line ◽  
Blooms Taxonomy

O desenvolvimento do pensamento crítico é um dos objetivos do ensino, tanto no presencial quanto na modalidade a distância (EaD). No ensino a distância, o contato face a face entre professor e aluno é substituído pela interação por meio de ferramentas virtuais de aprendizagem, com destaque para os fóruns de discussão on-line. Esta pesquisa buscou refletir sobre a possibilidade de os fóruns desenvolverem o pensamento crítico dos alunos. Para isso realizou-se um estudo de caso com 28 alunos que cursavam licenciatura na modalidade a distância. Os participantes foram divididos em grupo de controle e grupo experimental; este foi submetido a intervenções no fórum baseadas na Taxionomia de Bloom revisada. O desempenho dos alunos foi analisado por meio da aplicação de pré-teste e pós-teste. Os resultados obtidos indicam que, no caso estudado, não houve diferença significativa entre os dois grupos. Apesar disso, acreditamos que o fórum pode colaborar para o desenvolvimento do pensamento crítico caso faça parte de uma remodelagem dos ciclos de formação dos cursos.Palavras-chave: Pensamento crítico, Fórum de discussão on-line, Taxionomia de Bloom.Development of Critical Thinking in College Students: the Usage of On-line Discussion ForumsAbstract The development of critical thinking is one of the objectives of education, as much on classroom education as in distance education (Ead). In distance education, the face to face contact between professor and student is replaced byvirtual tools for learning, with emphasis on the online discussion forums. This research seeks to reflect about the possibility that the forums develop the students critical thinking skills. For that, a case study was carried out with 28 students who attended to licentiate degree classes on the distance education mode. The participants were divided in Control Group and Study Group, being the latter one submitted to interventions on the forum based on revised Blooms taxonomy. The students performance was analyzed by means of usage of pre-test and post-test. The results obtained indicate that, in the case studied, there wasnt any substantial difference between the two groups.Despite this, we believe that the forum can contribute to the development of critical thinking if it is part of a reshaping of the course cycles.Keywords: Critical thinking, Online discussion forums, Blooms taxonomy.

Promoting Critical Thinking Skills in Language Education through Online Discussions

2012 ◽  
pp. 1-22
Author(s):  
Ugur Demiray ◽  
Murat Hismanoglu ◽  
Sibel Hismanoglu
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Online Discussion ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Online Discussions ◽  
Learning And Teaching ◽  
Teaching Tools

Online discussion has become one of the most effective teaching tools in recent years in terms of its power to promote students’ critical thinking skills in educational contexts. This chapter aims at presenting an overview of recently conducted research studies on critical thinking and online discussions, explaining online discussion as a pedagogical vehicle for maximizing language learning and teaching, identifying problems related to online discussions, as well as some suggested solutions, describing application activities that promote critical thinking skills, illustrating how language teachers and learners can use meta-communication in creating successful online discussions, and stressing the importance of the teacher’s role in designing an effective online discussion environment for students.

scholarly journals The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum

2019 ◽  
Vol 14 (05) ◽  
pp. 132 ◽  
Author(s):  
Mohammed Kamal Afify
Keyword(s):  
Critical Thinking ◽  
Group Size ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Computer Application ◽  
Online Discussion Forum ◽  
Asynchronous Online Discussions ◽  
Learning Management

Asynchronous Online Discussions (AOD) are considered as one of the most ma-jor tools in learning management systems which are used in universities. The ex-ploitation of AODs forums offer students the possibility to teach and learn any-time and anywhere. They also provide students with the time needed to process learning, share ideas and points of view on e-course topics. The group size in the AODs is a substantial variable that affects the interaction and the participation of students. The purpose of our research lays in understanding the influence of the group size participating in the AODs on the development of critical thinking skills in information technology for students of the Faculty of Education, and im-proving students’ performance in online discussion forums. In this research, 103 university students from the bachelor's degree have participated in the study. The participating students are studying the Computer Application in Education Course, and the Education Technology Course on the Blackboard e-learning Management System, during a 15-week semester. The findings of the research have revealed very significant conclusions; and the researcher has come up with various recommendations and suggestions for future studies and further research.

scholarly journals Online discussion and critical thinking skills: A case study in a Singapore secondary school

2008 ◽  
Vol 24 (5) ◽  
Author(s):  
Chong Min Cheong ◽  
Wing Sum Cheung
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Online Forums ◽  
School Students ◽  
Positive Attitudes ◽  
Scaffolding Strategies

<span>Studies have shown that electronic discussion can be used effectively to teach critical thinking and can achieve greater understanding. The use of online discussions is common in polytechnics and universities, and many schools in Singapore have begun to introduce online forums for discussion beyond the classroom. This research investigates lower secondary school students' critical thinking in an asynchronous online discussion environment. The findings show that the students in this age group have only minimally exhibited critical thinking skills during the online discussion. However, investigation into students' perception of online discussion shows positive attitudes. Some enhanced scaffolding strategies for online discussion participants and guides on designing good questions are recommended to foster critical thinking skills in this environment.</span>

scholarly journals The Effect of Backchannel Communication in Developing Students’ Critical Thinking Skills

2018 ◽  
pp. 69-74
Keyword(s):  
Critical Thinking ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Body ◽  
Classroom Discussion ◽  
Control Group ◽  
Thinking Skill ◽  
Body Of Knowledge ◽  
Experimental Group

The purpose of this study is to examine the effect of backchannel communication in developing students’critical thinking skill: macro and micro critical thinking.There are many tools in backchannel communication (BC). Padlet has been used as one of backchannel communication in this research.There are seventy students from two classes (Class X and Class Z) involved as sample in this study.Quasi- experimental research design applied in this research. Class X was selected as the experimental group (using padlet online discussion) and Class Z became the control group (classroom discussion) while learning Critical Thinking subject. Padlet online discussion was used as tool to plot discussion in a group on the topic given by the teacher. The finding shows that students who used back channel communication showed greater macro critical thinking level than to those who did not use back channel communication. While for students who used BC did not show greater critical thinking level than to those who did not use BC.This study will contribute to the body of knowledge on technologies for learning and online learning. This will allow better understanding on how technology can facilitate learning especially critical thinking.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories

2020 ◽  
Vol 10 (1) ◽  
pp. 84-94
Author(s):  
H. Halimah
Keyword(s):  
Short Stories ◽  
Critical Thinking ◽  
Critical Literacy ◽  
Short Story ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Awareness ◽  
Paired Samples ◽  
Experimental Group

This paper presents experimental results about the use of the Critical Literacy Approach (CLA) in literary appreciation using Indonesian short stories. The purpose of the study is to find better teaching strategies to improve students’ critical thinking skills and critical awareness to comprehend the conditions of the world, including social relationships involving disproportionate power relations. This study uses the randomized pretest-posttest control group design (RPPCGD), which is a randomized design by giving pretest and posttest to the experimental group (CLA) and control group (expository). The effect of both teaching strategies is calculated through the difference between the pretest and posttest of both groups. This research involved 170 students in the Department of Indonesian Language and Literature Education of an education university in Indonesia. The results are presented in the form of analytical descriptions of paired samples test and paired samples correlations of each group. The results show that students who did a short story analysis with CLA had significantly increased critical thinking skills and critical awareness compared to students of expository strategy. The average posttest of the experimental group is 80.33, which is considerably higher than the control group, with an average of 76.13. The average increase in skills (posttest-pretest) of the experimental group is 38.71 points, and the control groups have an average increase of 31.19 points. Therefore, it is clear that the teaching of literary appreciation using Indonesian short stories with CLA is effective. The use of CLA strategies in increasing students’ critical thinking skills and critical awareness through literary appreciation of Indonesian short stories shows positive results. The results of this study can contribute to the field of learning design with new ideas to improve critical thinking skills and critical awareness of Indonesian students through effective short story analysis or fictional prose analysis.

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