scholarly journals Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

2013 ◽  
Author(s):  
Brian Frank ◽  
Jake Kaupp ◽  
Ann Chen
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Assessment ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Model Eliciting Activities ◽  
The Impact

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

scholarly journals Cognitive Growth Learning Model to Improve the Students’ Critical Thinking Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 112-123
Author(s):  
Aprilia Nurul Chasanah
Keyword(s):  
Critical Thinking ◽  
Differential Calculus ◽  
Industrial Revolution ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Cognitive Growth ◽  
First Year Students ◽  
Central Java

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

scholarly journals Board 137: Critical Thinking Skills in Non-calculus Ready First-year Engineering Students

2020 ◽  
Author(s):  
Lizzie Santiago ◽  
Anika Pirkey ◽  
Mustapha Animashaun ◽  
Melissa Morris
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year

Social Media in an Intercultural Writing Context

2015 ◽  
pp. 233-250
Author(s):  
Ma Pilar Milagros García
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Research Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Writing Students ◽  
Thinking Processes ◽  
The Impact

The current research study is part of a larger project that aims to analyze ways in which first year intercultural writing students interpret/understand the impact of social media on their composition practices, critical thinking processes and knowledge negotiations processes. In particular, the current chapter attempts to understand how first year intercultural writing students reflect on and assess the ways social media has helped them practice and or/acquire more critical thinking skills.

scholarly journals Critical Thinking Performance Increases in Psychology Undergraduates Measured Using a Workplace-Recognized Test

2020 ◽  
pp. 009862832095798
Author(s):  
Merce Prat-Sala ◽  
Mike van Duuren
Keyword(s):  
Critical Thinking ◽  
Longitudinal Design ◽  
Psychology Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Transferable Skills ◽  
Cross Sectional Design

Background: Higher education institutions and universities aim to provide students with a range of transferable skills that enable them to become more thoughtful and effective employees, citizens, and consumers. One of these skills is critical thinking. Objective: The aim of the present research was to examine whether taking a psychology degree is concomitant with students’ increase in critical thinking skills when students are not explicitly taught critical thinking. Method: Study 1 utilized a cross-sectional design and Study 2 a longitudinal design. The Watson and Glaser Critical Thinking Appraisal (WGCTA, UK) was used to measure critical thinking. Results: For both studies, the overall scores of WGCTA, as well as scores of the subtest of Recognition of Assumptions, were significantly higher for final-year than for first-year students. Conclusion: From the findings, we conclude that the levels of critical thinking by final-year psychology students may be enhanced. Teaching implications: We propose that teaching other aspects of critical thinking such as Evaluation of Arguments and Interpretation, as measured by this test, could be beneficial in further developing psychology students’ overall critical thinking performance.

scholarly journals ReCODE to Re-Code: An Instructional Model to Accelerate Students’ Critical Thinking Skills

2020 ◽  
Vol 11 (1) ◽  
pp. 2
Author(s):  
Sitti Saenab ◽  
Siti Zubaidah ◽  
Susriyati Mahanal ◽  
Sri Rahayu Lestari
Keyword(s):  
Critical Thinking ◽  
Biology Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Instructional Model ◽  
Instructional Models ◽  
Instructional Tools ◽  
First Year Students ◽  
New Information

The instructional models that have been implemented in the classroom could not support the development of students’ critical thinking skills. These instructional models can be well implemented if those models can facilitate students with meaningful learning experiences such as reading, connecting prior knowledge to new information being learned in the classroom as well as doing investigation-based activities, discussion activities, and evaluation activities. The authors conducted the research to develop a ReCODE (Reading, Connecting, Observing, Discussing, Evaluating) instructional model and valid, practical, and effective tools. The procedures for developing the model included the preliminary research phase, prototyping phase, and assessment phase. Data on the validity of the model were collected using expert validation instruments, while the practicality of the model was measured using the instruments for the model’s component practicality and the model’s implementation. The effectiveness of the model was examined using the critical thinking test and questionnaires. The model was implemented to first-year students from the Department of Biology Education, Universitas Negeri Makassar, in the even semester of 2018/2019. The results showed that ReCODE was (1) valid, in terms of the theory underlying the development of the model, the components of the model, and the instructional tools accompanying the model, (2) practical because it had feasible components, and the learning process could be carried out successfully, and (3) effective in improving student critical thinking skills; the model also received positive responses from the lecturer and the students. Thus, this study’s findings suggest that the ReCODE instructional model can be applied in the classroom to facilitate critical thinking.

Social Media in an Intercultural Writing Context

2014 ◽  
pp. 191-208
Author(s):  
Ma Pilar Milagros García
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Research Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Writing Students ◽  
Thinking Processes ◽  
The Impact

The current research study is part of a larger project that aims to analyze ways in which first year intercultural writing students interpret/understand the impact of social media on their composition practices, critical thinking processes and knowledge negotiations processes. In particular, the current chapter attempts to understand how first year intercultural writing students reflect on and assess the ways social media has helped them practice and or/acquire more critical thinking skills.

scholarly journals Critical Thinking Skills in First-Year Engineering Students

2016 ◽  
Author(s):  
Lizzie Santiago ◽  
Anika Coolbaugh ◽  
Sai Sadhika Veeramachaneni
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year

scholarly journals Developing critical thinking skills through the lens of understanding intercultural values

2021 ◽  
pp. 66-70
Author(s):  
Svitlana Ustychenko
Keyword(s):  
Critical Thinking ◽  
Intercultural Competence ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
First Year ◽  
First Year Students ◽  
Intercultural Awareness ◽  
Intercultural Encounters ◽  
Globalized World

In today’s globalized world intercultural competence, criticalthinking skills are necessary to interact successfully with peoplefrom different cultures with their different values, practices, andways of communicating to avoid conflicts and misunderstanding.English teachers as foreign language (EFL) teachers, we arepreparing our students for future intercultural encounters makingthem flexible in their thinking and recognize that people arecomplex. Through reading, writing, listening and speakingactivities we always can find powerful and appropriate ways toinclude culture and critical thinking in EFL classes. The givenlesson plan «Changing lives: charity and volunteering» isdeveloped for a group of thirteen first-year students aged 15-16,of level A2+/B1, having 6 academic hours of English as anobligatory subject per week at Cherkasy State Business Collegeand aimed at working on the following critical thinking aspects aswell as intercultural awareness and culture aspects: examiningexisting bias and prejudice; distinguishing observation andinterpretation; understanding other students’ point of view;cultivating applying «universal intellectual values» (clarity,accuracy, consistency, depth, breadth, fairness); applying activelistening techniques; considering values which impact people’sactivity, encouraging compassion, volunteerism and charity.

scholarly journals CONCEPTS ONLY PLEASE! INNOVATING A FIRST YEAR ENGINEERING COURSE

2017 ◽  
Author(s):  
Kenneth N. McKay ◽  
Samar Mohamed ◽  
Lyndia Stacey
Keyword(s):  
Critical Thinking ◽  
Time Management ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Project Planning ◽  
Critical Thinking Skills ◽  
First Year ◽  
Self Directed Learning ◽  
Student Centered Learning ◽  
The Impact

MSCI 100, a first year course dedicated to Management Engineering, introduces the main concepts of this discipline to students in their first term. The course’s main goals are introducing core principles that students will apply throughout their undergraduate studies and also preparing them for their first co-operative education term. In Fall 2015, this course was pedagogically redesigned based on authentic self-directed learning, accommodating different learners, and providing students with opportunities to develop professional skills (especially teamwork, project planning, time management and critical thinking).The course was designed holistically with emphasis on integrating concepts and communicating the course plan to students. Although engineering design was an inherent part of the course, there were no memory-driven tests and no math. The course’s learning outcomes were instead formulated around students’ understanding of improving effectiveness and efficiency in various facets of business through the development of their professional skills.There were numerous teaching innovations from the perspective of a first year engineering course. The essence of many course deliverables was for students to experience constructive failure-recovery cycles. This allowed them to learn from their mistakes as they completed case study challenges, hands-on activities, unique assessments and a final team project requiring integration of knowledge and skills. These activities were supported by various groups on campus.A panel of educators was formed near the end of the term so students could reflect on their learning process and be provided with the educators' feedback.. Moreover, the results from the course evaluations indicated that the restructuring of MSCI 100 was largely successful. Most students were able to fully grasp fundamental concepts and apply critical thinking skills. In this paper, we share reasons for redesigning the course, our experience in delivery and assessment, the impact of different teaching and learning methods and finally feedback on switching to in-depth, student-centered learning.

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