scholarly journals Educational Methods and their Relationship to Improving Students' Critical Thinking Skills from the Viewpoint of Teachers in Public Schools in the Capital Amman: الوسائل التعليمية وعلاقتها بتحسين مهارات التفكير الناقد لدى الطلبة من وجهة نظر المعلمين بالمدارس الحكومية في العاصمة عمان

2020 ◽  
Vol 4 (22) ◽  
Author(s):  
Oba Talal Abu Hamdeh
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Educational Process ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Educational Methods ◽  
Teaching Aids ◽  
High Degree

The study aimed to reveal educational methods and their relationship to improving students' critical thinking skills from the viewpoint of teachers in public schools in the capital Amman. The study used the descriptive analytical method, and the tool was represented in a questionnaire that was applied to a sample of (217) male and female primary / secondary school teachers in the capital Amman. The results showed that the use of educational aids in public schools in the capital Amman from the point of view of teachers has obtained mean of (3.99 out of 5) with a high degree, and that the level of critical thinking skills among students in public schools in the capital Amman has obtained mean of (3.93 out of 5), with a high degree also, and the results showed that there were statistically significant differences between the averages of the sample responses to the use of educational methods and their relationship to improving critical thinking skills in public schools in the capital Amman due to the gender variable in favor of males, and the absence of statistically significant differences attributable to the variable Pain Scientific qualification and variable of years of experience. The results also indicated a positive correlation statistically significant between educational means and improving critical thinking skills in public schools in the capital Amman. The study recommended that Away from the traditional teaching methods that rely on indoctrination and the use of teaching aids that add fun and entertainment to the educational process

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

scholarly journals Development of Critical Thinking Skills for Macedonian Language for Professional Purposes 2 During the Online Teaching Period

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 60-70
Author(s):  
Blagojka Zdravkovska-Adamova ◽  
Aleksandra P. Taneska
Keyword(s):  
Critical Thinking ◽  
Online Teaching ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Modern World ◽  
Social Rules ◽  
Final Grade ◽  
Main Challenge ◽  
Key Skills

Abstract The aim of this paper is to present the results of our analysis regarding the development of critical thinking skills for the subject Macedonian language for specific purposes 2, research conducted in the online teaching period in the academic 2019-2020. The appearance of COVID-19 virus in March 2020 and the pandemic that it caused seriously affected the educational process. But the well-established Google Meet and Google Classroom platforms have proven to be a solid foundation for teaching in extraordinary circumstances at SEEU. Our goal in the past period was mainly aimed at developing and improving the critical thinking skills which are clearly defined in the syllabus. Definitions of the term critical thinking are given, as well as the results of our research regarding the development of critical thinking skills during online teaching. In terms of methodology, for each skill an exercise was given, which was assessed by the professor and the students received feedback. Our research covers 7 critical thinking skills. An analysis is emphasized as one of the key skills for developing critical thinking. The ability to apply established personal, professional and social rules and criteria reflects students’ ability to present information in their own way. In the modern world, access to information is readily available. The development of critical thinking by mastering the skill of logical reasoning was aimed at establishing correlations and conclusions that are supported or determined by the above data in the form of a debate on the criteria for successful professional communication. The ability to distinguish is emphasized as one of the skills for developing critical thinking. The novelties in the future should be mainly focused on the main challenge, which is the motivation of the students for active participation because according to our expected results there was more pressure for their activity on Google Meet, but they showed significant interest in the exercises that affected the final grade (according to our previous experience, that was characteristic for the period of teaching with physical presence). The active involvement of the students, but also the additional engagement of the professors in these extraordinary circumstances will contribute to a quality and smooth mastering of the skills for critical analysis.

scholarly journals CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT

2021 ◽  
pp. 124-134
Author(s):  
Инна Вячеславовна Шукурова ◽  
Наталья Евгеньевна Чеснокова
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Relevant Information ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Language Resources ◽  
Extraneous Material ◽  
Language Text

Рассматривается вопрос развития критического мышления студентов средствами иностранного языка. Оценивается место и роль дисциплины «Иностранный язык» в развитии универсальных компетенций студентов и в их адаптации к современным требованиям, предъявляемым будущим специалистам. Представлены составляющие умения критического мышления, которые позволяют осмысливать полученную информацию, обобщать и отделять ее от второстепенных фактов, формулировать выводы, оценивать. Средством развития критического мышления студентов выбран учебный иноязычный текст, который рассматривается не только как источник информации, но и как средство активизации мыслительной деятельности. Отмечается недостаток методик, способствующих развитию критического мышления. Описывается возможность использования таксономии педагогических целей Б. Блума в работе с учебным текстом. Таксономия позволяет правильно ставить образовательные цели, формулировать мотивирующие задания и отслеживать прогресс в развитии умений. Приведен пример работы с учебным текстом по принципу таксономии, который дает возможность корректировать учебную деятельность студентов, направленную на развитие их критического мышления. The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.

scholarly journals Critical Thinking Skills Development: Secondary School Science Teachers’ Perceptions and Practices

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 21-30
Author(s):  
Muhammad Jamil ◽  
Dr. Yaar Muhammad ◽  
Dr. Naima Qureshi
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Education Policy ◽  
Science Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Classroom Observations ◽  
Second Phase ◽  
Policy Documents

This multiple case study aimed to develop an understanding of science teachers’ interpretations and enacted practices about policy documents’ recommendations for developing critical thinking skills among secondary students in public schools. Four public secondary schools were selected through the purposive sampling technique. Data were collected in three different phases. First, four education policy documents, including National Education Policy (2009) and National Curriculum for Physics, Chemistry, and Biology Grades IX-X (2006), were analyzed. In the second phase, 12 science teachers from four public schools (3 from each school teaching Physics, Chemistry, and Biology) were interviewed. Besides, these 12 science teachers were observed (every six times) while teaching in a real-life context through video-recorded classroom observations and reflective field notes. With the facilitation of NVivo 11, qualitative content analysis was used to analyze the data obtained from all sources. The findings revealed that critical thinking was emphasized in all policy documents, and different pedagogical practices for developing critical thinking were suggested to be used in science classrooms. Analysis of interview data revealed that teachers had some awareness about critical thinking. Furthermore, the classroom observations revealed that they were mainly using the lecture method with some other pedagogies without focusing on critical thinking. A top-down change is also recommended for the implementation of the policies. The assessment system might also be revised, focusing on critical thinking skills development.

scholarly journals Critical thinking skills for diagnosis process application from the perspective of nursing students and professors

2020 ◽  
Vol 42 ◽  
pp. e47681
Author(s):  
Fernando Riegel ◽  
Maria da Graça Oliveira Crossetti
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Information Search ◽  
Education Institution ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Nursing Diagnosis ◽  
South Of Brazil ◽  
The Individual

Identify, from the experiences of nursing students and their professors, the critical thinking skills necessary for applying the diagnosis process to clinical practice. Descriptive-exploratory with qualitative approach. The study was conducted at a higher education institution in the south of Brazil, after approval from the Research Ethics Committee, under CAEE No 72294917.7.0000.5347. It had the participation of five nursing students and four nursing professors through focal group sessions. The content analysis technique was used for data analysis. The most remarkable holistic critical thinking skills identified from the point of view of the nursing students were: analysis and knowledge; from the professors' perspective, they were: analysis, information search, clinical experience, knowledge transformation, contextual perspective, intuition, prediction and comprehension. With the findings of this research, professors will be capable of implementing strategies focused on the individual needs of students in order to qualify teaching practices as to the nursing diagnosis process.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

scholarly journals Efektivitas Alat Peraga Induksi Elektromagnetik Terhadap Kemampuan Berpikir Kritis Peserta Didik

2019 ◽  
Vol 2 (2) ◽  
pp. 245-253
Author(s):  
Isma Yunita ◽  
Alinis Ilyas
Keyword(s):  
Critical Thinking ◽  
Electromagnetic Induction ◽  
Statistical Tests ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Teaching Aids ◽  
Equivalent Control

Abstract: The use of electromagnetic induction teaching aids is designed to create students who are active in the learning process so that they can improve their critical thinking skills. The ability to think critically is a reasonable and reflective thought that focuses on deciding what must be done. This study aims to determine the effectiveness of using teaching aids on students' critical thinking skills. The type of research conducted in this study was a quasy experiment with a non equivalent control group design. The population in this study was class XII MA Mathla'u Anwar Gisting. The sampling technique uses purposive sampling. With class XII IPA 1 as the experimental class and class XII IPA 2 as the control class. To measure the critical thinking skills of students, tests were carried out with 10 questions about essays and knowing the feasibility of using electromagnetic induction teaching aids can be done by observation. Furthermore, the data was tested using the normality, homogeneity, and T test. The results of the statistical tests showed a significant level <0.05, which means that H0 was rejected and H1 was accepted. The results showed that there was effectiveness in using teaching aids on students' critical thinking skills in electromagnetic induction material.Abstrak: Penggunaan alat peraga induksi elektromagnetik dirancang untuk menciptakan peserta didik yang aktif didalam proses pembelajaran sehingga dapat meningkatkan kemampuan berpikir kritis. Kemampuan berpikir kritis merupakan sebuah pemikiran yang masuk akal dan reflektif yang berfokus untuk memutuskan apa yang mesti dilakukan. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan alat peraga terhadap kemampuan berpikir kritis peserta didik. Jenis penelitian yang telah dilakukan dalam penelitian ini adalah quasy experiment dengan desain non equivalent control group. Populasi pada penelitian ini adalah kelas XII MA Mathla’u Anwar Gisting. Teknik pengambilan sampel menggunakan purposive sampling. Dengan kelas XII IPA 1 sebagai kelas eksperimen dan kelas XII IPA 2 sebagai kelas kontrol. Untuk mengukur kemampuan berpikir kritis peserta didik dilakukan tes dengan soal esay berjumlah 10 soal serta mengetahui keterlaksanaan dalam penggunaan alat peraga induksi elektromagnetik dapat dilakukan dengan observasi. Selanjutnya data di uji dengan menggunakan uji normalitas, homogenitas, dan uji T. Hasil uji statistik menunjukkan taraf signifikan < 0,05 yang berarti H0 ditolak dan H1 diterima. Hasil penelitian menunjukkan bahwa terdapat keefektivitasan penggunaan alat peraga terhadap kemampuan berpikir kritis peserta didik pada materi induksi elektromagnetik

scholarly journals Obstacles of Developing Critical Thinking Skills for Early-Stage Children from the Female Teachers’ Point of View in Saudi Arabia

2021 ◽  
Vol 58 (1) ◽  
pp. 667-681
Author(s):  
Dr. Sabrin Abdelaty Labib Abdelaty Et al.
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Early Stage ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Female Teachers ◽  
Search Data ◽  
Educational Staff

The purpose of the current research was to identify the obstacles of the development of critical thinking skills for the early stage child from the point of view of female teachers in Saudi Arabia. The sample of the research consisted of (120) teachers of early childhood, randomly selected in the cities of Dammam and Riyadh. The descriptive/qualitative method was used, and the questionnaire was used as a tool for collecting search data after verifying its suitability for application and consisted of (44) individuals in its final form for four basic domains. The research reached several results: The research sample approved the third domain: the obstacles of kindergarten management by a percentage of (75.40%), the sample of the research approved the second domain: the obstacles of the classroom environment and the curriculum, by a percentage of (73.60%), as well as the research sample approved the fourth domain: the obstacles of the kindergarten teacher by a percentage of (70.60%), and also approved the first domain: disabilities related to the characteristics and mental needs of the child by a percentage of (66.40%).The results also indicated that there were no statistically significant differences at the level (0.05) in the domains of the questionnaire about the obstacles of developing critical thinking skills for an early stage child from the point of view of the this stage teachers due to the change of the city (Dammam and Riyadh). The research recommended the need to put the child in a new educational experience in accordance with the characteristics of his/her development and needs, enrich the educational staff with innovative means and activities that address the higher thinking skills, appreciate the outstanding professional competencies, and increase the rewards and incentives for the teachers of the stage.

scholarly journals The Degree of Availability of Critical Thinking Skills among Arabic Language Teachers in Directorates Education in Karak Governorate, Jordan, from their Point of View: درجة توفر مهارات التفكير الناقد لدى معلمي اللغة العربية في مديريات التربية والتعليم في محافظة الكرك بالأردن من وجهة نظرهم

2021 ◽  
Vol 5 (37) ◽  
pp. 38-20
Author(s):  
Sudgeh Awad Falaah Tarawneh Sudgeh Awad Falaah Tarawneh
Keyword(s):  
Critical Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Years Of Experience ◽  
Validity And Reliability ◽  
Arithmetic Average ◽  
Academic Qualification

The current study aimed at identify the degree of availability of critical thinking skills among Arabic language teachers in the education directorates in Karak Governorate, Jordan, from their point of view, and to reveal the differences in that according to the variables of gender, academic qualification and the number of years of experience. and the researcher prepared a questionnaire consisting of (48) items distributed on (7) skills, namely: (analysis, induction, interpretation, conclusion), Calendar), and the indications for their validity and reliability were verified. Where a stratified random sample of (193) teachers was chosen from among the teachers of the Arabic language in the directorates of education in the governorate of Karak, The study found that the degree of availability of critical thinking skills among Arabic language teachers from their point of view was medium, with an arithmetic mean (3.42) and The skill of "deduction" came first, with an arithmetic average of (3.73), And with a high degree, while the “evaluation” skill came in the last place, with an arithmetic average of (2.93), and a medium degree. It also indicated that there are no statistically significant differences at the level of significance (α≤0.05) in the degree of availability of thinking skills. The critic among Arabic language teachers is attributed to gender, while it was found that there are statistically significant differences attributable to academic qualification and in favor of higher qualification (postgraduate studies), and the existence of statistically significant differences due to years of experience and in favor of those with higher experience.

scholarly journals Integration of teamwork and critical thinking skills in the process of teaching students

2019 ◽  
Vol 14 (1) ◽  
pp. 1-10 ◽  
Author(s):  
N.F. Plotnikova ◽  
E. N. Strukov
Keyword(s):  
Critical Thinking ◽  
High Mobility ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Professional School ◽  
Educational Institutions ◽  
Education Students ◽  
New Information

Reforms taking place in the educational process of higher professional school impose new requirements on the quality of training students. Today, graduates of higher educational institutions are required to have new professional thinking, high mobility, competence, tolerance and focus on intra-group activities carried out in teams. With the team form of the organisation of training, an environment is created that allows students to master not only the skills and abilities of business interaction and cooperation, but also to form their ability to think critically, which includes the ability to think creatively, use new information and apply the knowledge in practice. Theoretical justification jointly with quantitative and qualitative data obtained as a result of the experimental work carried out by the authors confirms the efficiency of team learning, which contributes to developing critical thinking skills in higher education students. Keywords: Students, education, formation, interaction, critical thinking, team, skills, competences

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