Le développement de la pensée critique des élèves : dans quelle mesure la pratique du dialogue philosophique se suffit-elle à elle-même ?

2021 ◽  
Vol 66 (3) ◽  
pp. 45-70
Author(s):  
Mathieu Gagnon ◽  
◽  
Olivier Michaud ◽  
Keyword(s):  
Critical Thinking ◽  
Qualitative Methodology ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Philosophy For Children ◽  
Philosophical Dialogue ◽  
The One

The Development of Critical Thinking in Students: to What Extent the Practice of Philosophical Dialogue is Sufficient to Itself? Among the reasons that are advanced by the advocates of philosophy for children and teenagers to include it in the school curriculum, the development of critical thinking occupies a prominent place. However, it is rarely discussed if the critical thinking skills that are developed in the philosophy classes are used in other contexts. It is this question this text wants to tackle. Firstly, we will clarify what we mean by critical thinking by presenting the main theories of this concept. We will then examine some of the results obtained in research, particularly the one of Daniel, aiming at study its development by the practice of philosophical dialogue. Finally, we will raise some issues around how a “general” form of critical thinking can be developed in this context by presenting some of the data we have collected in our research. We conclude by underlying few elements that should be taken into consideration to develop critical thinking in youth through philosophical dialogue. Keywords: Critical thinking, philosophical dialogue, qualitative methodology, philosophy for children, philosophy for teenagers

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

Critical Thinking in Science and Technology

2019 ◽  
pp. 177-193
Author(s):  
David Florius Samuel
Keyword(s):  
Critical Thinking ◽  
Education System ◽  
Science And Technology ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Instructional Approaches ◽  
Major Objective ◽  
Extensive Discussion ◽  
Subject Areas

From as far back as the 1980s, many researchers have cited the importance of critical thinking in the citizens of modern societies. Given this importance, the merits of including critical thinking as a major objective at various levels of the education system and in different subject areas of the school curriculum have been extensively argued. This chapter focuses on science and technology curricula and rationalizes the need for changes both in the development as well as the implementation of the curriculum to facilitate the promotion of critical thinking skills in students. There is also an extensive discussion of particular instructional approaches and strategies needed to facilitate this.

scholarly journals A Course in Critical Thinking for PhD Students in Biomolecular Sciences and Biotechnology: Classical Experiments in Biochemistry

2016 ◽  
Vol 6 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Carlos B. Hirschberg
Keyword(s):  
Critical Thinking ◽  
Student Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Scientific Problem ◽  
Interactive Environment ◽  
Key Topics ◽  
The One ◽  
Phd Thesis

This essay presents and discusses an eight-session seminar course designed to develop critical thinking skills in doctoral biochemistry students by exposing them to classical experiments in biochemistry. During each 2.5 session, different key topics of the discovery and development of biochemical concepts are discussed. Before each session, students are required to read the one or two classical papers. The size of the seminar course and the seating of the students are critical to make this a highly interactive environment for all students to participate in the critique and re-designing of key experiments, including control experiments, which helped formulate these classical concepts. Final student evaluation of the course’s goals has two equal components: Course participation and a final take home exam due two weeks after the course is completed. Together with the take home exam students are also required to write an evaluation of the course, preferably no longer than half a page. Students’ comments of the course have been uniformly positive. The author notes the sooner students are exposed to this manner of thinking, the better they will be equipped to choose an appropriate mentor and contribute creatively to attempt to solve the scientific problem of their PhD thesis.

scholarly journals PENERAPAN PERANGKAT PEMBELAJARAN IPA DENGAN PENDEKATAN SCIENTIFIC PADA POKOK BAHASAN PENCEMARAN LINGKUNGAN UNTUK MELATIHKAN THINKING SKILLS SISWA MI DI LAMONGAN

2020 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Ummu Khairiyah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Scientific Approach ◽  
The One

This study aims to determine students' thinking skills (critical thinking skills) after using learning tools with a scientific approach. This study was carried out on 12 students SDN Tenggerejo 2 Kedungpring Lamongan. technique of collecting data by providing pretest and posttest questions. This study usesthe design of the one group pretest posttest. The results show that there is an increase in students' critical thinking skills after learning with a scientific approach

scholarly journals developing children’s reasoning and inquiry, concept analysis, and meaningmaking skills through the community of inquiry

2018 ◽  
Vol 14 (30) ◽  
pp. 427-452
Author(s):  
Abigail Thea Canuto
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Community Of Inquiry ◽  
Basic Education ◽  
Meaning Making ◽  
Thinking Skills ◽  
Concept Analysis ◽  
Critical Thinking Skills ◽  
Philosophy For Children ◽  
Service Training

This paper presents the results of a research done to investigate the effectiveness of Philosophy for Children (P4C), a pedagogy employing philosophical dialogue in a community of inquiry, in a Philippine primary school.  Quantitative analysis of critical thinking skills identified by Sharp and Splitter (1995) as (1) reasoning; (2) concept analysis; and (3) meaning-making revealed that there was a considerable increase in the frequency of the children’s use of such critical thinking skills over the course of fifteen (15) sessions of dialogical inquiry.  Moreover, qualitative analysis of excerpts from the dialogue transcripts accounted for the refinement of the children’s use of the critical thinking skills.  This pioneering work thus calls for further research that will implement P4C in other grade levels and to explore other indicators of development in children’s thinking.  Further, it recommends that primary schools adopt P4C in Philippine basic education curriculum and that teacher education institutions provide teacher training and include P4C for pre-service training.

scholarly journals Examining the effect of lab instructions on students' critical thinking during a chemical inquiry practical

2020 ◽  
Vol 21 (4) ◽  
pp. 1173-1182
Author(s):  
Marion E. van Brederode ◽  
Sebastiaan A. Zoon ◽  
Martijn Meeter
Keyword(s):  
Critical Thinking ◽  
Educational Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Substitution Reactions ◽  
Senior Year ◽  
Laboratory Activities ◽  
Molecular Reaction ◽  
The One ◽  
Paved Road

Developing students’ critical thinking skills is often seen as an important educational goal for inquiry assignments. In this study, we investigated to what extent pre-laboratory activities of a chemical inquiry assignment influence students' independent critical thinking. We compared two forms of pre-laboratory activities that are frequently used in educational practice to prepare students for their inquiry assignments: on the one hand paved road pre-laboratory activities that lead students with sensemaking preparatory questions and on the other, critical-thinking pre-laboratory activities in which students start with the development of an experiment plan using provided information and criteria for a good experimental design. We conducted this study two years in succession in senior year Dutch high school chemistry classes during an inquiry assignment that involved the study of the relation between reaction kinetics and molecular reaction mechanisms of organic nucleophilic substitution reactions (SN1/SN2). We focused on aspects associated with critical thinking, such as the desire to understand what is observed and to be able to adjust an existing method or model on the basis of experimental data. The results show that the design of pre-laboratory activities strongly influence the critical thinking exhibited by students during their inquiry activities, whereby students who perform critical thinking pre-laboratory activities are more motivated to think more deeply about the meaning of their measurements than students that perform paved road pre-laboratory activities.

scholarly journals philosophical discussions with children: an opportunity for experiencing open-mindedness

2019 ◽  
Vol 15 ◽  
pp. 1-20
Author(s):  
Johanna Hawken
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Alternative View ◽  
Two Dimensional ◽  
Philosophy For Children ◽  
Thinking Skill ◽  
Philosophical Dialogue ◽  
The World ◽  
Cognitive Disposition ◽  
Ethical Disposition

Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true dialogue, as it relies on the meeting of minds: open-mindedness. Furthermore, this concept is omnipresent in the literature about philosophy for children (Lipman, 2003: 172-179 ; Tozzi, 2001, 2002) and thus, requires an exploration and a precis analysis, which is the aim of his article. More precisely, there are three objectives: define the nature and characteristics of open-mindedness, analyse its emergence in philosophical discussions and, moreover, studying its role in the practice of philosophy. Our research (lead in University Paris 1 Panthéon-Sorbonne) has shown that certain indicators present in the children’s discourse manifest the occurrence of open-mindedness: reformulation of one another’s words, complementarity of statements, explication of each other’s ideas, establishment of nuances, disagreement on terms and critical thinking. These cognitive acts reveal an intellectual relation between children, so much so as open-mindedness can be defined as a two-dimensional attitude, both as a cognitive disposition enabling the understanding of someone else’s idea and an ethical disposition enabling the acceptance of alterity. Moreover, it signals an ethical posture: the capacity to take embrace the words of others, without necessarily agreeing, the ability to take into account an alternative view on the world. The research hypothesis, that is the result of seven years research in the French town of Romainville (East of Paris) is, therefore, the following: philosophical discussions constitute an opportunity for children to experience open-mindedness as a crucial thinking skill and ethical posture.

scholarly journals TRAINING THE CRITICAL THINKING SKILLS OF STUDENTS USING THE PROBLEM SOLVING LEARNING MODEL IN CHEMICAL EQUILIBRIUM

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Melysa Pramitha Rosa ◽  
Utiya Azizah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Chemical Equilibrium ◽  
Design Method ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
The One

 The purpose of its research for  train students' critical thinking with problem solving learning models of equilibrium theory. The research was conducted in XI MIPA 1 class at SMA Negeri 14 Surabaya using the One Group Pretest Posttest Design method. The results obtained in this study were the teacher's implementation of the syntax in accordance with the problem solving learning model obtained by a percentage of ≥61% at each meeting. The student's relevant activity reaches a percentage of 82.78% for meeting 1; 84.44% for meeting 2, and 85% for meeting 3. At the time of the critical assessment of the 4 indicators drilled namely, interpretation, analysis, inference, and increasing understanding of 93.49% respectively; 82.87%; 88.90%; 85.42%. On the learning outcomes of students in the realm of knowledge by 92%. This shows the application of effective problem solving learning models in learning chemical equilibrium in training critical thinking skills. 

Dynamic Learning: Designing a Hidden Pedagogy to Enhance Critical Thinking Skills Development

2018 ◽  
Vol 4 (2) ◽  
pp. 148-156
Author(s):  
Christine Rivers ◽  
Ian Kinchin
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Business Schools ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
The Internet ◽  
Dynamic Learning ◽  
The One

Practitioners consider critical thinking skills to be vital for survival in business. Business schools should use such insight wisely by strategically embedding critical thinking skills in the curriculum at module and program levels. Practitioners even go further and say it is the one aspect that cannot be automated and probably the most valuable in functioning as an oppositional power to the “shallows of the internet.” However, we have to keep in mind that developing critical thinking skills is a learning process in itself, one that is cyclical, multilinear, and omnidirectional, and it needs to be integrated as a pedagogy, not just a learning outcome, so it can become an academic habit of mind. The article demonstrates how critical thinking can be enhanced by embedding it as a pedagogy at module level.

scholarly journals Teaching “format as a process” in an era of Web-scale discovery

2015 ◽  
Vol 43 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Kevin Patrick Seeber
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Academic Librarians ◽  
Online Searching ◽  
Content Type ◽  
Research Libraries ◽  
The One

Purpose – This paper aims to present academic librarians with a framework for teaching and assessing information literacy in response to advancements in online discovery. Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students use critical thinking to evaluate sources. Design/methodology/approach – This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address Web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings – Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications – These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value – The literature surrounding instruction of Web-scale discovery is still limited, and does not incorporate the threshold concepts provided in Association of College and Research Libraries Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed.

Sign in / Sign up

Export Citation Format

Share Document