scholarly journals Teaching Critical Thinking Skills in Sulaimani City High Schools: Challenges and Obstacles

2021 ◽  
Vol 8 (4) ◽  
pp. 212-224
Author(s):  
Azeez Raouf Abdulazeez ◽  
Sirwan Abdulkarim Ali
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Education System ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Main Question ◽  
Problem Solving Skills ◽  
Interview Method ◽  
Crucial Component

This study addresses teaching critical thinking and problem-solving skills and their impact in high schools of the Kurdistan Region. The basic definitions and strategies of these skills are presented along with different perspectives to closely examine the impacts and the challenges facing both learners and educators. Investigating the role of teachers and their views about the challenges they face is the main question of this study, explored though a semi-structured interview method. The study reveals that teaching critical thinking skills is a crucial component of our education system, and the regional stakeholders have reformed the education system in Kurdistan accordingly during the past five decades. The identified challenges are discussed in this paper to show the significance of a well-planned reformation in teaching methods to promote critical thinking skills via modern strategies and methods.

scholarly journals Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

2017 ◽  
Vol 10 (01) ◽  
pp. 101-116 ◽  
Author(s):  
Nur Miftahul Fuad ◽  
◽  
Siti Zubaidah ◽  
Susriyati Mahanal ◽  
Endang Suarsini ◽  
...  
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior High Schools

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 Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

2016 ◽  
Vol 13 (3) ◽  
pp. 4931
Author(s):  
Fatma Tanrıkulu ◽  
Funda Erol ◽  
Yurdanur Dikmen
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Application ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Reflection Method ◽  
Clinical Practices ◽  
Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department.  The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

scholarly journals Teaching Managing Sustainability to Non-business Undergraduates

2014 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Nancy A. Hubbard
Keyword(s):  
Critical Thinking ◽  
Sustainable Management ◽  
Management Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Business Majors ◽  
Problem Solving Skills ◽  
Transformational Education ◽  
Challenges And Opportunities ◽  
Business Undergraduates

This paper reviews the challenges and opportunities facing business and environmental management education while outlining pedagogies recommended for creating an environment which encourages transformational education. This approach, deemed ‘fluidity teaching’ is used to teach managing sustainability to non-business majors with the objective of promoting critical thinking and heightened problem solving skills. The course positively impacted student’s awareness of sustainable management complexities and solutions. Techniques utilized help students gain ownership of their learning process and knowledge gathering thus allowing them to make multidisciplinary linkages and offer complex suggestions across boundaries. Finally, students’ assessments indicated they felt they developed critical thinking skills which lead to rich discussions and ‘thinking for themselves’ in determining viable solutions in sustainability issues.

scholarly journals Strengthening critical thinking through reading strategies in higher education students from Monteria, Colombia

2020 ◽  
Vol 41 (44) ◽  
pp. 54-66
Author(s):  
Maria G. GARCIA ◽  
◽  
Dayan A. GUZMAN ◽  
Lida M. PINTO ◽  
Dalis VERGARA ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Reading Strategies ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Qualitative Approaches ◽  
Noticeable Improvement ◽  
Almost All ◽  
Superior Level

This research aims to describe how students’ critical thinking skills could be strengthened using reading strategies. In the methodology, quantitative and qualitative approaches were used, as well as a diagnostic test, a semi-structured interview, and a pedagogic strategy based on Facione´s critical thinking skills. Results showed that all strategies contributed to strengthening critical thinking skills. It was also encountered a noticeable improvement in the explanation skill. In the video strategy, tudents obtained a high or superior level in almost all the skills.

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