scholarly journals Experience of Mastering of Critical Thinking in the Ukrainian Higher Education

2017 ◽  
Vol 21 (2) ◽  
pp. 240-257
Author(s):  
Oleksandr Tiaglo
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Higher Order Thinking ◽  
Essential Elements ◽  
Bachelor's Degree ◽  
University Education ◽  
Work Related ◽  
The Core ◽  
Critical Thinker

It is argued in this paper that demands for critical thinking (CT) will be determined by needs both of political superstructure and productive forces of a competitive society in the 21st century. Phenomenon of CT has to be studied and understood as one of the essential elements of some more complex entities – higher-order thinking, core of work-related skills, etc. CT skill need to be developed in connection with relevant cognitive and affective dispositions. It is pointed out, therefore, that it is more correct not to be limited by teaching CT but to educate a critical thinker, whose CT skill is relied on base of relevant dispositions. The process of educating a critical thinker, or rather – a person who will have CT, for instance, as element of a set of the core work-related skills, should continue during the kindergarten, school and university education at least. It is substantiated that under conditions of Ukrainian higher education it is expediently to use two interconnected courses in the process of CT education: logic with elements of critical thinking – in frame of the bachelor’s degree studies – and critical thinking on base of logic – in frame of the master’s degree studies.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.

scholarly journals PENGEMBANGAN HIGHER ORDER THINKING SKILLS DALAM PEMBELAJARAN MATEMATIKA DI SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Rafiq Badjeber ◽  
Jayanti Putri Purwaningrum
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Continuous Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Problem Solvers

21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers

scholarly journals Practicing 21st Century Skills in the Classroom

2020 ◽  
Author(s):  
Meghan Perdue
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
21St Century ◽  
21St Century Skills ◽  
Bachelor's Degree ◽  
Higher Education Curriculum ◽  
Consulting Firms ◽  
Education Model ◽  
The University

In the midst of the current technological revolution, there is a thriving conversation about how society should adapt to the future of work taking place in the national media, universities, policy organizations, think tanks, consulting firms and companies. One such model for work and education under consideration is that of the role of higher education in workforce development. How well does a bachelor’s degree prepare an individual for a career in this shifting landscape of work? What is the responsibility of the university to the student – to prepare them for a career? Or to help them build the intellectual framework to build a meaningful life Incorporating the practice and development of 21st century skills into the higher education classroom does not necessarily require a great rethinking of the education model or content delivery. Rather, it could be as simple as encouraging faculty to use proven educational principles such as active learning and group-based learning into the classroom. This would allow students to practice some of the necessary skills such as communication, respect, teamwork, and problem solving into their higher education curriculum.

scholarly journals PLANNING EDUCATION, ACCREDITATION AND INTER-PROFESSIONAL LINKS

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Mohamed Thalha Alithamby
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Spatial Planning ◽  
Future Generations ◽  
Professional Status ◽  
Professional Skills ◽  
Planning Education ◽  
The Core ◽  
Wide Range ◽  
Effective Planning

Planning education is changing with the changing vision on the needs of society for the 21st century. The core ideas of planning centres on: (a) spatial - the management of competing uses of land and the making of places; (b) sustainable - that meets the needs of the present without compromising the ability of future generations to meet their own needs; ( c) integrative - that takes account of the wider set of issues plus bringing together a range of professional skills and disciplines to influence spatial planning delivery mechanisms; and ( d) inclusive - that recognises a wide range of people and opinions that shape planning. Planning is also value driven and action oriented. Professional status of planners comes through providing critical thinking that aims at achieving outcomes and not just procedures, emphasising locational relationships and inter-relationships of the sectoral on the spatial and focusing on what could and should be done based on ethics, values and facts. Based on this the paper outlines the proposed content of planning education. Accreditations of planning schools are then discussed based on the new RTPI recommendation of partnership agreements that are less regulatory and more constructive. Under this topic the qualities possessed by effective planning schools are discussed. Good examples of inter-professional links are then examined with a view towards encouraging similar programs in other Commonwealth countries.

scholarly journals PARTNERSHIP AND COLLABORATION IN WORK-ORIENTED LEARNING IN HIGHER EDUCATION

2017 ◽  
Author(s):  
Muir Houston ◽  
Karsten Krueger ◽  
Mike Osborne
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Knowledge Economy ◽  
Trade Unions ◽  
University Education ◽  
Work Related ◽  
Market Experience ◽  
External Stakeholders ◽  
Funded Project ◽  
Labour Market Position

The paper reports preliminary findings from an EU funded project on collaboration and partnership between external stakeholders and universities to deliver work-related learning to adults with existing labour market experience in order to increase skills and competences for the knowledge economy as envisaged in Agenda 2020. The paper engages with debates on the professionalization of vocational education and consequently the vocationalisation of university education. It reports relevant data for the six partner countries of the LETAE project and EU averages to provide some context to debates about relative levels of attainment and labour market position. It briefly introduces some data drawn from case studies of work-related learning in higher education delivered in partnership or collaboration with external stakeholders including local authorities, trade unions, and individual enterprises.

scholarly journals The Influence of Paternalistic Leadership on the Development of Oriental Critical Thinking

2022 ◽  
Vol 17 (2) ◽  
pp. 56
Author(s):  
Huilin Bai ◽  
Hui-Ling Wendy Pan
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Current Literature ◽  
Religious Beliefs ◽  
Cultural Perspective ◽  
Paternalistic Leadership ◽  
The Core ◽  
Core Content ◽  
Ethnic History ◽  
The Difference

In the context of globalization, critical thinking is still regarded as the core content of higher education. The difference between Eastern and Western cultures has a key impact on understanding critical thinking. When the current literature studies the influence of culture on critical thinking, it mainly considers from the macro level, mainly including ethnic history, traditional customs, religious beliefs, art, ethics, and so on. However, from a specific and micro cultural perspective, how critical thinking is influenced by a culture still lacks effective research. This paper studies the influence of Confucian paternalistic leadership on the development of critical thinking in the East from a specific cultural perspective. The study discovers that Asians are easier to understand how things change and they are more tolerant to conflict, which means that they see things as interrelated and interdependent. They are more likely to use intuitive and experience-based reasoning if there is a conflict between intuitive and logical reasoning. Benevolence and hierarchy in paternalistic leadership promote the formation of cooperative critical thinking in improving the operation of organizations so that the characteristics of oriental critical thinking can be analyzed more comprehensively.

scholarly journals Advances and perspectives of competence research in higher education – Report on the German KoKoHs program

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110062
Author(s):  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Knowledge And Skills ◽  
Education Report

Higher education in Germany is characterized by specific historicalcultural traditions stemming from von Humboldt’s humanistic understanding of education. In this context, higher education focuses on a variety of multi-perspective goals. Accordingly, higher education focuses on both the acquisition of knowledge and skills in specific domains (e.g., medicine, economics) and on the development and promotion of generic (interdisciplinary) skills (e.g., problem solving, critical thinking), whereby the latter aspect is becoming increasingly more important in the 21st century. This paper analyses ten years of competence research in higher education in germany, and considers advances and perspectives.

scholarly journals SKILLS OF THE 21st CENTURY IN THE CONTEXT OF QUALITY ASSURANCE OF TEACHER PROFESSIONAL TRAINING

2020 ◽  
pp. 28-33
Author(s):  
L. Kuzemko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Professional Training ◽  
Cognitive Activity ◽  
Scientific Research ◽  
Education Institution ◽  
Basic Medium ◽  
Higher Education Institution ◽  
Digital Skills

The article deals with the problem of quality of professional training. It emphasizes the importance of the 21st century skills developmentamongfuture teachers to ensure quality pedagogicaltraining. The results of theoretical study of normative documents in the field of higher education in Ukraine and foreign works on the formation of general and professional competencies of primary school teachers and educators of preschool education are disclosed. As a result of scientific research, the skills that provide competence training for students of pedagogical specialties in a higher education institution have been identified, in particular: critical thinking, digital skills and cooperation skills. The problem of training teachers of preschool and primary institutions, the content of the current professional standards, the European reference system on key competencies for lifelong learning are studied. The results of the questionnaire survey of 1st-4th year students of specialties and teachers-practitioners are summarized in order to determine the necessary skills and abilities for a modern teacher. The results of diagnostics of the formation of digital skills, interaction skills and critical thinking in first-year students of the Pedagogical Institute of Borys Grinchenko Kyiv University are presented. According to the selected criteria of personal and professional self-development of the teacher (value-motivational, cognitive, activity), the levels (basic, medium and high) and indicators of formation are determined. The levels of their formation are defined: basic (digital skills — 28 people, critical thinking — 52 people, skills cooperation — 23 people); medium (digital skills — 29 people, critical thinking — 24 people, cooperation skills — 34 people); high (digital skills — 21 people, critical thinking — 2 people, cooperation skills — 21 people). The results of studying the qualifications of future teachers of primary and preschool institutions of the 21st century are generalized and the need for purposeful and systematic work on their formation is substantiated. Scientific research examines practical experience in the development and implementation of content-methodological support for the formation of skills of students of pedagogical specialties in a higher education institution.

scholarly journals Kemampuan Berpikir Siswa dalam Menyelesaikan Soal HOTs pada Materi Pola dan Barisan Bilangan

2020 ◽  
Vol 4 (2) ◽  
pp. 173
Author(s):  
J. Junaidi ◽  
Yenita Roza ◽  
M. Maimunah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Higher Order Thinking Skills ◽  
Thinking Ability

Pada abad 21 diperlukan keterampilan berpikir tingkat tinggi (HOTs) yang mencakup kemampuan berpikir kritis dan berpikir kreatif. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan interpretasi, analisis, inferensi, kelancaran dan orisinalitas siswa dalam menyelesaikan soal pola dan barisan bilangan. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif dan subjek sebanyak 40 siswa yang terdiri 19 siswa SMPN 5 Bantan dan 21 Siswa MTS Al-Huda. Instrumen yang digunakan berupa (1) tes tertulis yang berorientasikan HOTs dan (2) pedoman wawancara.  Hasil tes menunjukkan rata-rata HOTs siswa SMPN 5 Bantan (49,34) dan MTS Al-Huda (45,12) berkategori cukup.  Skor tiap indikator HOTs untuk siswa SMPN 5 Bantan diketahui bahwa interpretasi= 48,68, analisis= 40,13, inferensi= 64,47, kelancaran= 52,68 dan orisinalitas= 40,79 sedangkan untuk siswa MTs Al-Huda adalah interpretasi= 61,18, analisis= 40,79, inferensi= 53,57, kelancaran= 38,16 dan orisinalitas= 45,24. Berdasarkan hasil wawancara juga diketahui bahwa rendahnya HOTs siswa dikarenakan siswa tidak terbiasa dalam menyelesaikan soal HOTs serta tidak tersedianya soal-soal HOTs yang secara khusus mengukur HOTs di sekolah, sehingga diharapkan adanya penelitian lebih lanjut mengenai soal-soal HOTs.Students' Thinking Ability in Solving HOTs Questions on Material Patterns and Rows of NumbersAbstractIn the 21st century, higher order thinking skills (HOTs) are needed which include critical thinking skills and creative thinking. The purpose of this study is to describe the students’ ability of interpretation, analysis, inference, fluency and originality in solving questions about patterns and rows of numbers. The method used in this research is descriptive qualitative and as many as 40 students consisting of 19 students of SMPN 5 Bantan and 21 students of Al-Huda MTS. The instrument used in the form of (1) written tests oriented to HOTs and (2) interview guidelines. The test results showed the average level of SMPN 5 Bantan students’ HOTs (49.34) and MTS Al-Huda (45.12) was categorized as sufficient. The score of each indicator of HOTs for SMPN 5 Bantan students is known that interpretation= 48.68, analysis= 40.13, inference= 64.47, fluency= 52.68 and originality= 40.79 while for MTs Al-Huda students are interpretation= 61.18, analysis= 40.79, inference= 53.57, fluency= 38.16 and originality= 45.24. Based on the interview results it is also known that the low level of students’ HOTs is because students are not accustomed to solving HOTs questions and the unavailability of HOTs questions that specifically measure HOTs in schools, so it is hoped that further research on questions of HOTs.

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