scholarly journals Promoting Critical Thinking as a Social Practice: Shaping Students’ Voice, Agency and Inter-Subjectivity in a Cohesive Framework

2019 ◽  
Author(s):  
Khalid Muslem Al Mashikhi ◽  
Vijay Singh Thakur
Keyword(s):  
Critical Thinking ◽  
Social Practice ◽  
Pedagogical Practices ◽  
Discursive Practice ◽  
Multiple Choice Questions ◽  
International Language ◽  
Think Alouds ◽  
Related Quality ◽  
Bureaucratic Efficiency ◽  
Cohesive Framework

Strict outcome-bound approaches and text-books-based instructional practices, prevalent in the pedagogy of most of the colleges and universities in English as an International Language (EIL) contexts, involve language activities, tasks, and tests that predominantly require one right answer or response. Pedagogical practices and related quality assurance mechanisms regulated by such approaches limit students’ ability to be original and skeptical in reflecting upon various issues of importance and concern based on their own thinking and experiences. Such a focus, in Sivasubramaniam’s (2015) and Nunn and Sivasubramaniam’s (2011) view, has entirely centered on bureaucratic efficiency aimed at having a uniform curriculum for the majority of the students and a scheme of research and evaluation based on recalls, think-alouds, cloze tests and multiple-choice questions in standardized texts. In line with the socially-aligned view of competence much needed spontaneity, flexibility, and diversity accrues only through a process-centered pedagogy of voice, agency and response. In the backdrop of this as a premise, this paper aims to demonstrate how Critical Thinking (CT) can be promoted in EIL classrooms as a discursive practice that could shape students’ voice, agency and inter-subjectivity in a cohesive framework. The paper shares both theoretical and practical ideas about CT and its importance in facilitating a meaningful education and aims to demonstrate some innovative tasks and activities that could be exploited to shape student’s voice and agency and develop their higher order CT skills. The paper culminates in evolving a practically viable prototype pedagogical framework for promoting CT as a social practice in EIL classrooms that is capable of making Wilga River’s (1983) notions of ‘skill-getting’ and ‘skill-using’ a reality. Such a model will be useful for EIL practitioners in designing similar lessons with innovative tasks and activities and make the EIL class atmosphere stimulating and pedagogically more fruitful.

scholarly journals Automatic Assessment of University Teachers’ Critical Thinking Levels

2019 ◽  
Vol 12 (3) ◽  
pp. 46
Author(s):  
Antonella Poce ◽  
Francesca Amenduni ◽  
Maria Rosaria Re ◽  
Carlo De Medio
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
Critical Evaluation ◽  
Pedagogical Practices ◽  
Automatic Assessment ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
University Teachers ◽  
Basic Language ◽  
Project Model

<p class="0abstract"><span lang="EN-US">The present work describes the structure of a pilot study which was addressed to test a tool developed to automatically assess Critical Thinking - CT Levels through language analysis techniques. Starting from Wikipedia database and lexical analysis procedures based on n-grams, a new approach aimed at the automatic assessment of the open-ended questions, where CT can be detected, is proposed. Automatic assessment is focused on four CT macro-indicators : basic language skills, relevance, importance and novelty. The pilot study was carried out through different workshops adapted from Crithinkedu � EU Erasmus + Project model aimed at training university teachers in the field of CT. The workshops were designed to support the development of CT teaching practices at higher education level and enhance University Teachers’ CT as well. The two-hour workshops were conducted in two higher educational institutions, the first in the U.S.A (CCRWT Berkeley College NYC, 26 university teachers) and the second in Italy (Inclusive memory project - University Roma Tre, 22 university teachers). After the two workshops, data were collected through an online questionnaire developed and adapted in the framework of the Erasmus + Crithinkedu project. The questionnaire includes both open-ended and multiple choice questions. The results present CT level shown by university teachers and which kind of pedagogical practices they intend to promote after such an experience within their courses. In addition, a comparison between the values inferred by the algorithm and those calculated by domain human expert is offered. Finally, following up activity is shown taking into consideration other sets of macro-indicators: argumentation and critical evaluation.</span></p>

scholarly journals Meme Sebagai Representasi Kritik dan kebebasan Berpendapat di Ruang Siber

2020 ◽  
Vol 12 (1) ◽  
pp. 01-07
Author(s):  
Prapti Wigati Purwaningrum
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Practice ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Discursive Practice ◽  
Data Source ◽  
Implied Meaning

Abstrak  - The purposes of this study is to describe what and how memes in social media Instagram as the representation of critics from netizen. The approach of this study is Critical Discourse Analysis by Fairclough with three dimensions; text, discursive practice, and social practice. The writer chooses meme in @fakartun Instagram account as the data source because meme full of funny picture and simple text, easy to understand, and lead the reader to think twice to find the implied meaning in it. This research is focused on meme in @fakartun Instagram account, especially pictures, text, and caption. The conclusion of this study is the writer found social media as a space for netizen to get  and upload many information widely and effectively. Nowadays memes are no longer just pictures and funny words that are entertaining but become a media to express opinions, criticize a policy or an event that is happening. Finally, the findings of this analysis will describe how the patterns of opinion, commenting, and critical thinking of citizens in cyberspace Keywords: Critical Discourse Analysis, Fairclough, memes, Instagram, @fakartun

scholarly journals A Critical Discourse Analysis of Representations of Travellers in Public Policies in Ireland

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 14
Author(s):  
Claire Jane Snowdon ◽  
Leena Eklund Eklund Karlsson
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Relations ◽  
Social Practice ◽  
Expert Knowledge ◽  
Minority Group ◽  
Critical Role ◽  
Critical Discourse ◽  
Discursive Practice ◽  
Negative Stereotypes

In Ireland, negative stereotypes of the Traveller population have long been a part of society. The beliefs that surround this minority group may not be based in fact, yet negative views persist such that Travellers find themselves excluded from mainstream society. The language used in discourse plays a critical role in the way Travellers are represented. This study analyses the discourse in the public policy regarding Travellers in the National Traveller and Roma Inclusion Strategy (NTRIS) 2017–2021. This study performs a critical discourse analysis (CDA) of the policy with the overall aims of showing signs of the power imbalance through the use of language and revealing the discourses used by elite actors to retain power and sustain existing social relations. The key findings show that Travellers are represented as a homogenous group that exists outside of society. They have no control over how their social identity is constructed. The results show that the constructions of negative stereotypes are intertextually linked to previous policies, and the current policy portrays them in the role of passive patients, not powerful actors. The discursive practice creates polarity between the “settled” population and the “Travellers”, who are implicitly blamed by the state for their disadvantages. Through the policy, the government disseminates expert knowledge, which legitimises the inequality and supports this objective “truth”. This dominant discourse, which manifests in wider social practice, can facilitate racism and social exclusion. This study highlights the need for Irish society to change the narrative to support an equitable representation of Travellers.

Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South

2021 ◽  
pp. 1-15
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Paul Agu Igwe ◽  
Ifeanyi Kalu Mong ◽  
Hyginus Emeka Nwosu ◽  
Clementina Kanu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Global South ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices

Multimodal Narratives in Nursing Education

2019 ◽  
pp. 356-375
Author(s):  
Marília Rua ◽  
Rita M. F. Leal ◽  
Nilza Costa
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Classroom Practices ◽  
Nurse Education ◽  
Pedagogical Practices ◽  
Teachers Professional Development

Nursing education is driven by emerging challenges of scientific, technological, and professional advances that require the use of strategies that promote students' development of critical thinking for decision making in different contexts. It also requires that teachers constantly reflect on their pedagogical practices and (re)think them using strategies that allow their enhancement. The use of multimodal narratives (MNs) can be an important tool for teachers' professional development, namely to improve their classroom practices. Given the novelty of the use of MNs in nursing education, this chapter presents an analysis concerning the experience of making a MN and how it has been reflected in the authors' pedagogical practices. With this experience, potentialities of continuing to use MNs in nurse education are explored.

scholarly journals Graded Response Method: Does Question Type Influence the Assessment of Critical Thinking?

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Sherry Fukuzawa ◽  
Michael DeBraga
Keyword(s):  
Critical Thinking ◽  
Multiple Choice ◽  
Question Type ◽  
Multiple Choice Questions ◽  
Weak Correlation ◽  
Course Grades ◽  
Graded Response ◽  
Critical Thinking Assessment ◽  
Choice Testing ◽  
Response Method

Graded Response Method (GRM) is an alternative to multiple-choice testing where students rank options accordingto their relevance to the question. GRM requires discrimination and inference between statements and is acost-effective critical thinking assessment in large courses where open-ended answers are not feasible. This studyexamined critical thinking assessment in GRM versus open-ended and multiple-choice questions composed fromBloom’s taxonomy in an introductory undergraduate course in anthropology and archaeology (N=53students).Critical thinking was operationalized as the ability to assess a question with evidence to support or evaluatearguments (Ennis, 1993). We predicted that students who performed well on multiple-choice from Bloom’staxonomy levels 4-6 and open-ended questions would perform well on GRM involving similar concepts. Highperforming students on GRM were predicted to have higher course grades. The null hypothesis was question typewould not have an effect on critical thinking assessment. In two quizzes, there was weak correlation between GRMand open-ended questions (R2=0.15), however there was strong correlation in the exam (R2=0.56). Correlations wereconsistently higher between GRM and multiple-choice from Bloom’s taxonomy levels 4-6 (R2=0.23,0.31,0.21)versus levels 1-3 (R2=0.13,0.29,0.18). GRM is a viable alternative to multiple-choice in critical thinking assessmentwithout added resources and grading efforts.

scholarly journals 1312. Division Divided: Using Debate as an Educational Tool to Teach Evidence-Based Clinical Decision-Making

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S401-S401
Author(s):  
Jennifer O Spicer ◽  
Varun K Phadke
Keyword(s):  
Critical Thinking ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Faculty Members ◽  
Case Conference ◽  
Multiple Choice Questions ◽  
Innovative Teaching ◽  
Attitudes And Practices ◽  
The Impact ◽  
Better Than

Abstract Background In medical education, there has been a push to implement innovative teaching techniques that encourage critical thinking rather than just knowledge dissemination. Debate promotes critical thinking by challenging individuals to consider alternate viewpoints, which could make it an ideal format to review the evidence relevant to common clinical dilemmas in infectious diseases (ID). We describe a pilot of one such debate format in our ID fellowship program. Methods We reviewed literature regarding the effectiveness of ceftriaxone for outpatient antibiotic therapy (OPAT) in methicillin-susceptible Staphylococcus aureus (MSSA) osteoarticular infections. The evidence was presented as a structured debate in place of our weekly case conference. Pre- and post-session surveys containing multiple choice questions and Likert items were administered to assess the impact of the debate on attendees’ knowledge, attitudes, and practices on this topic along with their attitudes toward the debate format. Differences between pre- and post-session surveys were analyzed using paired t-tests and McNemar’s test. Results At the first debate 33 residents, fellows, and faculty members were present, and 24 (73%) completed both the pre- and post-session surveys. Attendees demonstrated significant improvement between the pre- and post-session knowledge questions, which covered the following topics: study design of articles supporting ceftriaxone use (31% vs. 62%, P = 0.008), appropriate method to assess ceftriaxone susceptibility (64% vs. 100%, P = 0.004), and whether the inoculum effect applies to ceftriaxone (35% vs. 77%, P = 0.003). After the debate, attendees were more willing to use ceftriaxone (P = 0.001) and felt more familiar with the literature (P &lt; 0.001). The post-session survey showed that individuals both enjoyed the format and found it effective (Figure 1). Most individuals stated that they were either extremely likely (85%) or likely (8%) to attend if this format was used again. Written comments included “strongly recommend continuing this format” and “much better than regular case conference with more discussion and critical thinking.” Conclusion Debate appears to be an effective and enjoyable format to teach clinical controversies in ID. Disclosures All authors: No reported disclosures.

scholarly journals Medarbejderinvolvering i ord og gerning - en kritisk diskursanalyse

2007 ◽  
Vol 10 (3) ◽  
pp. 47-67 ◽  
Author(s):  
Poul Nørgård Dahl
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Cultural Change ◽  
Social Practice ◽  
Employee Involvement ◽  
Critical Discourse ◽  
Discursive Practice ◽  
Face To Face ◽  
Dialectical Approach ◽  
Analytical Review

A Critical Discourse Analysis of Employee Involvement in Both Word and Deed Discourse analysis deals with the use of language as social practice. The focus of analysis is on text, discursive practice as well as social practice. Its purpose is to show how social and cultural change takes place. Critical discourse analysis sees aspects of social practice as discur¬sive, that is, a practice in which written and oral manifestations are produced and interpreted. These texts are both constituted by and constituent for social practice. This dialectical approach ma¬kes discourse analysis particularly use¬ful for apprehending social changes. While this approach can help reach an understanding of the main discourse be¬hind the text itself, there are problems with the theoretical analysis of how dis¬course construes subjectivity and the meaning of body language for the dis¬course. A discourse analytical review of orga-nization literature on employee involve¬ment and face to face communication re¬veals that employees are seen in the ab¬stract, they are objectivized, and are seen as harmony seeking, rational individuals without histories or biographies. To exemplify discourse analysis in face to face communication with employees, a videotaped conversation between a fac¬tory director and one of the production leaders is analyzed and reveals the domi¬¬nant discourse that characterizes the con¬versation and how the factory director places the problem on the production leader. Discourse analysis can provide a critical theoretical insight into employee involvement by for instance revealing the paradox that by making the employees into objects, they are supposed to become independent, responsible subjects. Hen¬ce it can be useful in contributing to un¬derstanding employee involvement.

Sign in / Sign up

Export Citation Format

Share Document