Sherlock Holmes introduces critical thinking

Sherlock has been admired in medical and criminal investigative education for his detection abilities. What makes him such an iconic figure is his “science of deduction and analysis”. Are there critical thinking traits in Sherlock Holmes’ method which can be used for instruction? Can Holmes be considered an exemplar of critical thinking? The argument here is that Holmes’ methods overlap with educational outcomes of critical thinking courses. A teaching activity designed to allow an exploration of the detective’s abilities in an introductory class is described here.

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TEACHING ACTIVITY AND EVALUATION OF CRITICAL THINKING IN PRIMARY SCHOOL

ICERI2019 Proceedings ◽

10.21125/iceri.2019.0413 ◽

2019 ◽

Author(s):

Francesca Anello

Keyword(s):

Critical Thinking ◽

Primary School ◽

Teaching Activity

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Explaining Urban Sustainability to Teachers in Training through a Geographical Analysis of Tourism Gentrification in Europe

Sustainability ◽

10.3390/su12010067 ◽

2019 ◽

Vol 12 (1) ◽

pp. 67 ◽

Cited By ~ 1

Author(s):

Carlos Martínez-Hernández ◽

Claudia Yubero

Keyword(s):

Sustainable Development ◽

Critical Thinking ◽

Primary Education ◽

Urban Sustainability ◽

Transfer Of Knowledge ◽

Geographical Analysis ◽

Teaching Activity ◽

Analysis And Evaluation ◽

European Cities

Urban centres in Europe have been recently affected by touristification processes which endanger their sustainable development. In this context, education in urban sustainability is gaining great importance at all stages of education. It has been noticed that this issue is not appropriately presented in primary education studies where “tourism” is one of the topics to be addressed. This paper provides the design of a teaching activity for teachers in training in order to understand the process of tourism gentrification in European cities. The aim of this activity is to enable the transfer of knowledge to primary education concerning contemporary urban processes involving tourism within a framework of respect and sustainability. This activity is based on an urban geographical analysis in public squares located in touristified districts of several European cities. This is achieved by way of a visual, interactive and cartographic analysis and evaluation. This paper presents the results of the didactic experience in Madrid. The results are positive, since students develop geographic abilities, attitudes of respect, critical thinking, and contrasted knowledge about tourism gentrification. We conclude with a call for a conceptual update of contemporary urban processes involving tourism in primary education curricula and advise that teachers in training should be taken to the field to explain complex spatial phenomena.

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Profil Berpikir Kritis Siswa dalam Menyelesaikan Soal Fungsi Komposisi melalui Model Pembelajaran Kolaboratif

Jurnal Didaktik Matematika ◽

10.24815/jdm.v5i1.9972 ◽

2018 ◽

Vol 5 (1) ◽

pp. 40-53

Author(s):

Icha Shofia Karlita Ulfa ◽

Dinawati Trapsilasiwi ◽

Erfan Yudianto

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

Mathematics Learning ◽

Qualitative Approach ◽

High Achiever ◽

Teaching Activity ◽

Learning And Teaching ◽

Critical Thinking Ability ◽

Thinking Ability ◽

High Level

Critical thinking is one of the high-level thinking. Mathematics learning in globalization era usually uses critical thinking in solving problems. Mathematics is always thought as the difficult one to be learnt. This research will describe students critical thinking profile in solving the function of compositions through collaborative learning. This reseach can be used as the reference for teachers to recognize students critical thinking profile in their class, and also it can be used to motivate students to enhance their critical thinking ability. The critical thinking criterias are focus, reason, inference, situation, and overview. That criterias include eleven indicators. The type of collaborative learning in this research is Learning Together (LT). This research is descriptive with qualitative approach. The data were collected by documentation, observation, test, and interview. The subjects of this research are six students who are two high-achiever students, two medium-achiever students, and two low-achiever students from one of senior high school at Jember. High-achiever students can achieve all criterias of critical thinking and they dominate the role in learning and teaching activity. The medium-achiever students only fulfill focus in the first and second indicator, reason in the second, and inference, situation, clarity, and overview in the second indicator and also can join in the collaborative learning. While, the low-achiever students can only look to other students without get engaged actively in collaborative learning and only achieve focus in the first and second indicators of situation.

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Annotation: Class Size and the Quality of Educational Outcomes

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098002819 ◽

1998 ◽

Vol 39 (6) ◽

pp. 797-804 ◽

Cited By ~ 8

Author(s):

Neville Bennett

Keyword(s):

Educational Outcomes ◽

Class Size

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Cultivating critical thinking in the clinical learning environment

Journal of Dental Education ◽

10.1002/j.0022-0337.2000.64.8.tb03367.x ◽

2000 ◽

Vol 64 (8) ◽

pp. 610-615 ◽

Cited By ~ 16

Author(s):

LS Behar-Horenstein ◽

TA Dolan ◽

FJ Courts ◽

GS Mitchell

Keyword(s):

Critical Thinking ◽

Learning Environment ◽

Clinical Learning ◽

Clinical Learning Environment

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Gifts From the Web: Critical Thinking

Perspectives on Issues in Higher Education ◽

10.1044/ihe3.2.6 ◽

1999 ◽

Vol 3 (2) ◽

pp. 6-6

Author(s):

Barbara Shadden

Keyword(s):

Critical Thinking ◽

The Web

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Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld22.3.106 ◽

2012 ◽

Vol 22 (3) ◽

pp. 106-118 ◽

Cited By ~ 3

Author(s):

Paula Denslow ◽

Jean Doster ◽

Kristin King ◽

Jennifer Rayman

Keyword(s):

Traumatic Brain Injury ◽

At Risk ◽

Brain Injury ◽

Educational Outcomes ◽

School Personnel ◽

Department Of Education ◽

Health Providers ◽

Accurate Identification ◽

Transition Intervention ◽

Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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