scholarly journals CRITICAL AND CREATIVE THINKING OF TEACHER TRAINEES

2018 ◽  
Vol 6 (9) ◽  
pp. 148-155
Author(s):  
Tomšik R. ◽  
Gatial V. ◽  
Verešová M. ◽  
Čičová A.
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Natural Sciences ◽  
Single Subject ◽  
Teacher Trainees ◽  
Significant Difference ◽  
The Relationship ◽  
Theoretical Insight ◽  
Insight Into ◽  
Critical And Creative Thinking

The paper offers an initial theoretical insight into critical and creative thinking constructs (tools), as well as it provides the theoretical and empirical evidence of the relationship between mentioned variables and their level in specific populations. The main objective is to verify differences in critical and creative thinking of teacher trainees within the region schools, considering their fields of study. Critical thinking has been mapped by W-GSTA questionnaire and for creative thinking has been applied Test for Creative Thinking - Drawing Production (TCT-DP). The sample consisted of 317 teacher trainees studying single-subject study programmes (humanities or natural sciences) or two-subject study in combination. Statistical analyses have revealed the significant difference in the rate of critical and creative thinking. Particularly, teacher trainees of two-subject study in combination have achieved significantly higher results in a critical thinking in comparison with teacher trainees studying humanities. On the other hand, teacher trainees of natural sciences have achieved higher results in a creative thinking in comparison with students of humanities.

The Effect of Hots-Oriented Worksheets with Barcode Assistance in Online Learning on Critical Thinking and Creatives of Students of Class XI SMAN 1 HARAU

2021 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Trio Junira Fernando ◽  
Yenni Darvina ◽  
Silvi Yulia Sari ◽  
Letmi Dwiridal ◽  
Fanny Rahmatina Rahim
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Kinetic Theory ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Kinetic Theory Of Gases ◽  
Significant Difference ◽  
Critical And Creative Thinking

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

scholarly journals Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis

2020 ◽  
Vol 12 (10) ◽  
pp. 4277
Author(s):  
Matthias Winfried Kleespies ◽  
Paul Wilhelm Dierkes
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Biodiversity Loss ◽  
Connection To Nature ◽  
School Students ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Global Biodiversity ◽  
The Relationship ◽  
Personal Assessment

The UN's sustainable development goals (SDGs), which aim to solve important economic, social, and environmental problems of humanity, are to be supported by education for sustainable development (ESD). Empirical studies on the success of the implementation of the SDGs in the field of education are still pending. For this reason, using the loss of global biodiversity as an example, this study examined the extent to which high school students, teacher trainees in biology, and biology bachelor students can identify the causes of the global biodiversity loss. A new questioning tool was developed and tested on 889 participants. In addition, the relationship between connection to nature and the personal assessment about biodiversity threats was examined. The factor analysis of the scale used showed that 11 out of 16 items were assigned to the intended factor. The comparison between high school students, teacher trainees in biology, and biology bachelor students showed no significant difference in overall assessment of the reasons for global biodiversity loss. When comparing the three risk levels in which the risk factors for biodiversity could be divided, across the three student groups, only minor differences were found. Therefore, a specific education of prospective teachers is necessary, as they have to pass on the competence as multipliers to their students. No significant difference could be found when examining the relationship between connection to nature and the overall scores of the assessment scale for the reasons of biodiversity loss. However, it was found that people who felt more connected to nature were more capable of assessing the main causes of risk for global biodiversity, while people who felt less connected to nature achieved better scores for the medium factors.

scholarly journals Against Empathy Bias: The Moral Value of Equitable Empathy

2020 ◽  
Author(s):  
Zoe Fowler ◽  
Kyle Fiore Law ◽  
Brendan Gaesser
Keyword(s):  
Moral Life ◽  
Moral Judgments ◽  
Mechanical Turk ◽  
Moral Value ◽  
Moral Beliefs ◽  
Amazon's Mechanical Turk ◽  
The Relationship ◽  
Theoretical Insight ◽  
Insight Into

Empathy has long been considered central in living a moral life. However, mounting evidence has shown that empathy is often biased towards (i.e., felt more strongly for) close and similar others, igniting a debate over whether empathy is inherently morally flawed and should be abandoned in efforts to strive towards greater equity. This debate has focused on whether empathy limits the scope of our morality, with little consideration of whether it may be our moral beliefs limiting our empathy. Across two studies conducted on Amazon’s Mechanical Turk (N= 604), we investigate moral judgments of biased and equitable feelings of empathy. We observed a moral preference for empathy towards socially close over distant others. However, feeling equal empathy for all is seen as the most morally and socially valuable. These findings provide new theoretical insight into the relationship between empathy and morality with implications for navigating towards a more egalitarian future.

scholarly journals Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners

2020 ◽  
Vol 4 (1) ◽  
pp. 14-29
Author(s):  
Dipesh Karki ◽  
Roshee Lamichhane
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Difference In Differences ◽  
Standard Difference ◽  
Teaching Learning ◽  
Critical And Creative Thinking

Abstract With technological innovations happening at workplaces, 21st century organizations demand competencies in thinking creatively and critically. These two skills will potentially help prospective employees become confident individuals, concerned citizens, self-directed learners, and active professionals. In this context, it becomes imperative to overhaul the lecture-based and banking model of the traditional pedagogical approach in order to impart such skills among undergraduate and graduate students. To address this issue, a lab-based teaching-learning method focused on problem-solving and design thinking was introduced at OAMK Labs in Finland. This study assesses the efficacy of lab-based learning in enhancing creativity and critical thinking among students from engineering, management, and science backgrounds of Kathmandu University, Nepal. The study was conducted in a workshop setting using a randomized control trial (RCT) where participants were divided into control and treatment groups. Participants in treatment group took part in a design thinking workshop that applied lab-based learning pedagogy, while those in the control group were given some reading material on improving creativity and critical thinking. Standard tests on both critical and creative thinking in a pre- and post-stages were administered to both groups. Data was analyzed using standard Difference-in-Differences technique. The results showed that while the level of critical thinking improved significantly, among the learners in treatment group alone, the creativity level in the post-stage increased significantly among learners in both groups. Results validated the efficacy of lab-based teaching-learning in addressing the need for critical and creative thinking skills among learners. Keywords: critical thinking, creativity, lab based learning, innovation, higher education, Difference-in-Differences

scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS DAN KREATIF CALON GURU KIMIA PADA PERKULIAHAN BIOKIMIA

2020 ◽  
Vol 4 (2) ◽  
pp. 99-110
Author(s):  
Andi Wahyudi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Test Items ◽  
Critical And Creative Thinking

Critical thinking and creative thinking are important dimension in teaching of 21st century to facing the challenges of the industrial revolution 4.0. The aim of this research was to analyze undergraduate preservice teachers’ critical and creative thinking skills on a biochemistry course. It was conducted using case study to analyse real circumstance that happened in biochemistry course.  The instruments was observation sheet, test items of critical thinking skills, test items of creative thinking skills and questionnaires were used to determine the responses students towards learning activity. Participant was 30 undergraduate preservice chemistry teachers in 2015. The finding of this research showed that biochemistry course only emphasizes on critical thinking skills and not provided briefing creative thinking skills. This means that the biochemistry course has not showed students’ balance skills on critical and creative thinking skills. This study suggest that need further research to develop a biochemistry program who can improve students’ critical thinking and creative thinking.

scholarly journals Meaning and Reference: Some Chomskian Themes

2009 ◽  
Author(s):  
Robert J. Stainton
Keyword(s):  
Real World ◽  
Natural Sciences ◽  
Linguistic Meaning ◽  
Truth Values ◽  
Theory Of Meaning ◽  
External Objects ◽  
The World ◽  
Semantic Reference ◽  
Theoretical Insight ◽  
Insight Into

This article introduces three arguments that share a single conclusion: that a comprehensive science of language cannot (and should not try to) describe relations of semantic reference, i.e. word–world relations. Spelling this out, if there is to be a genuine science of linguistic meaning (yielding theoretical insight into underlying realities, aiming for integration with other natural sciences), then a theory of meaning cannot involve assigning external, real-world, objects to names, nor sets of external objects to predicates, nor truth values (or world-bound thoughts) to sentences. Most of the article tries to explain and defend this broad conclusion. The article also presents, in a very limited way, a positive alternative to external-referent semantics for expressions. This alternative has two parts: first, that the meanings of words and sentences are mental instructions, not external things; second, that it is people who refer (and who express thoughts) by using words and sentences, and word/sentence meanings play but a partial role in allowing speakers to talk about the world.

EFFECTS OF ACTIVE STRATEGIC TEACHING MODEL (ASTM) IN CREATIVE AND CRITICAL THINKING SKILLS OF ARCHITECTURE STUDENTS

2018 ◽  
Vol 12 (2) ◽  
pp. 209 ◽  
Author(s):  
Maziar Asefi ◽  
Elnaz Imani
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Architectural Education ◽  
Control Group ◽  
Teaching Model ◽  
Strategic Teaching ◽  
Critical And Creative Thinking

Improving creative and critical thinking is one of the most important objectives in architectural education. The present research has been performed to investigate the effects of active strategic teaching model (ASTM), on creative and critical thinking skills of architecture students. This quasi-experimental study is of a causal-comparative type and was done as two-group experimental research (control and intervention) using pre-test, post-test method during 2014-2016. The statistical society of the research consists of students of Architecture Design Studio 4 at Tabriz Islamic Art University. The students of control group were carried out with conventional method while the intervention group received active strategic model. The creative and critical thinking skills were compared in both groups in specific dimensions based on reviewing the design process. The statistical analysis was conducted by SPSS software and descriptive statistics, independent t-test, chi-square and ANOVA were used. However, interpretation of the results weren’t causal. In this review, the majority of students could obtain proper results dependent on the amount of their efforts which indicate the relative success of both methods. But, comparing the mean differences of the results in two groups shows a significant difference in enrichment of critical and creative thinking skills of the intervention group in comparison with the control group. In fact, using ASTM led to develop the critical and creative thinking skills as one of the main missions of architectural education and finally led to more and also sustainable achievements in creative procedure of architectural design.

STRATEJİK DÜŞÜNMENİN İŞLEMCİLERİ OLARAK ELEŞTİREL VE YARATICI DÜŞÜNME: TÜRKİYE ÖRNEĞİ THE EFFECT OF CRITICAL AND CREATIVE THINKING ON STRATEGIC THINKING: A SURVEY ON MANAGERS

2013 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Mukaddes Çiçek ◽  
Atılhan Naktiyok
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Strategic Thinking ◽  
Thinking Styles ◽  
Positive Relationships ◽  
Thinking Ability ◽  
Critical And Creative Thinking

The basic aim of this study is to research the relationships between strategic thinking, critical thinking and creative thinking. In this study, primarily the theoritical rudiments given here about this thinking styles, and then researched whether or relationship between them and its direction if any, by the help of scales. In the empiric phase of this study, a questionnaire was conducted to explore the existence of three different thinking ability, on 224 managers working in Turkish Incorporated Company. Data which contained this phase are interpreted by the statistical analyzes that fit structure of survey, in order to testhypotheses directing survey. It is confirmed that critical and creative thinking styles are meaningfully and strongly effecting strategic thinking in paralel with positive relationships between strategic, critical and creative thinking styles, when findings are examined.

STRATEJİK DÜŞÜNMENİN İŞLEMCİLERİ OLARAK ELEŞTİREL VE YARATICI DÜŞÜNME: TÜRKİYE ÖRNEĞİ

2013 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Mukaddes Çiçek ◽  
Atılhan Naktiyok
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Strategic Thinking ◽  
Thinking Styles ◽  
Positive Relationships ◽  
Thinking Ability ◽  
Critical And Creative Thinking

The basic aim of this study is to research the relationships between strategic thinking, critical thinking and creative thinking. In this study, primarily the theoritical rudiments given here about this thinking styles, and then researched whether or relationship between them and its direction if any, by the help of scales. In the empiric phase of this study, a questionnaire was conducted to explore the existence of three different thinking ability, on 224 managers working in Turkish Incorporated Company. Data which contained this phase are interpreted by the statistical analyzes that fit structure of survey, in order to testhypotheses directing survey. It is confirmed that critical and creative thinking styles are meaningfully and strongly effecting strategic thinking in paralel with positive relationships between strategic, critical and creative thinking styles, when findings are examined.

The Relationship between Critical Thinking Ability of Iranian English Translation Students and Their Translation Ability

2016 ◽  
Vol 6 (3) ◽  
pp. 541
Author(s):  
Nooshin Azin ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Critical Thinking ◽  
English Translation ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Senior English ◽  
The Difference ◽  
Teaching Thinking ◽  
The Relationship

The purpose of the present study was to examine the relationship between critical thinking and translation ability of Iranian English translation students. Moreover, the difference between critical thinking skills of males and females was explored. The participants of this study were 86 Iranian senior English translation students of Islamic Azad University, Islamshahr branch. For gathering data two kinds of instruments were used: a critical thinking questionnaire (The Persian version of CCTST- form B) and English to Persian translation test. The findings revealed no significant difference between critical thinking abilities of females and males. Thus it can be concluded that gender has no role in critical thinking abilities of the Iranian EFL learners.  Furthermore, the results of this study indicated that learners with more critical abilities were more successful in translation performance. These findings highlight the importance of teaching thinking skills to our learners and Integrating problem solving activities that need critical thinking in our teaching and learning process.

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