scholarly journals THE RELATION BETWEEN TEACHERS' ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS

2019 ◽  
Vol 18 (5) ◽  
pp. 717-731
Author(s):  
Gokhan Guven ◽  
Nevin Kozcu Cakir
Keyword(s):  
Renewable Energy ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Renewable Energy Sources ◽  
Energy Sources ◽  
Data Set ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

In this research, it was aimed to explore the relation between attitude towards renewable energy sources and critical thinking disposition. For this purpose, relational survey model was used in the research. The research group consisted of 468 prospective teachers studying in faculty of education in a public university in the fall semester of 2018-2019 academic year. Renewable Energy Sources Attitude Scale in order to evaluate prospective teachers' attitudes towards renewable energy sources, and Critical Thinking Disposition Scale for evaluating critical thinking dispositions were used. In the research, the relation between the data set for attitude towards renewable energy sources comprising of variables which are application request, importance of education, country interest, environmental awareness and investments and the data set for critical thinking disposition comprising of variables which are metacognition, flexibility, systematicity, tenacity-patience, open-mindedness by the canonical analysis. As a result of the canonical correlation analysis, a significant relation was found between the attitudes towards renewable energy sources and the critical thinking dispositions and it was found that the common variance shared between the data sets was 22.23%. Keywords: renewable energy, critical thinking disposition, prospective teachers, relational survey model.

scholarly journals Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing

2017 ◽  
Vol 6 (3) ◽  
pp. 305 ◽  
Author(s):  
Norazlinda Mohd Darby ◽  
Abdullah Mat Rashid
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Thinking Skills ◽  
Control Group ◽  
Engineering Drawing ◽  
Higher Order Thinking Skills ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

Translation and Validation of a Turkish Version of the California Critical Thinking Disposition Inventory

2013 ◽  
Vol 41 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Gökhan İskifoğlu ◽  
Ali Sidki Ağazade
Keyword(s):  
Critical Thinking ◽  
Psychometric Properties ◽  
Factor Model ◽  
Turkish Version ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Cross Cultural Comparison ◽  
Critical Thinking Dispositions ◽  
Turkish University Students ◽  
Thinking Disposition

In this study, we translated into Turkish and carried out a validation process of the California Critical Thinking Disposition Inventory (CCTDI; Facione, 1990), a multidimensional inventory of students' evaluation of critical thinking dispositions. The goals were to translate the CCTDI into Turkish, assess the psychometric properties, and examine the factorial validity of the hypothesized 7-factor model through confirmatory factor analysis, with a view to using this instrument for assessment in teacher education programs in Turkey. Based on data from 583 Turkish university students, the translated Turkish version of the CCTDI displayed positive psychometric properties, thus supporting the applicability of the CCTDI in the Turkish educational context. However, analysis of the factorial structure produced a poor fit of the hypothesized multidimensional model of the CCTDI to the observed data. The results of further analysis, based on the modification indices, provided support for the use, for cross-cultural comparison, of a 4-factor model with a reduced number of items.

Critical Thinking Dispositions: Their Nature and Assessability

1996 ◽  
Vol 18 (2) ◽  
Author(s):  
Robert H. Ennis
Keyword(s):  
Critical Thinking ◽  
Gender Bias ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Subject Specificity ◽  
Thinking Disposition

Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, and suggests an exploratory attempt to assess them.

scholarly journals Critical Thinking Dispositions and Self-esteem among Nursing Students

2020 ◽  
Vol 15 (2) ◽  
pp. 9-16
Author(s):  
Hng Siew Hong ◽  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Nursing Student ◽  
Self Esteem ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical thinking skill is an important skill for nurses to make a better clinical decision in providing safe care. Critical thinking dispositions development is supported with sufficient self-esteem. The present study aimed to measure the level of critical thinking disposition and self-esteem among undergraduate nursing students in a public university in Malaysia. A cross-sectional study was carried out in a university involving 99 students. Data were collected by self-report questionnaires and analysed quantitatively. A total of 97% of the nursing student had a high level of critical thinking dispositions. Almost¾3/4 of the students had a moderate level of perceived self-esteem (74.7%). The critical thinking dispositions were significantly related to perceived self-esteem (p<0.044). Overall, the nursing student of this study had high critical thinking disposition and moderate self-esteem, which is very important for them to become a good nurse with critical thinking skill in the future.

scholarly journals Modelling the relationships among social studies learning environment, self-efficacy, and critical thinking disposition

2017 ◽  
Vol 7 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Elif Meral ◽  
Yasemin Taş
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Learning Environment ◽  
Self Efficacy ◽  
Structural Equation ◽  
School Students ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

This study aims to investigate the relationships among the features of learning environment (investigation, equity, and student cohesiveness) in social studies class, self-efficacy and critical thinking disposition (engagement, maturity and innovativeness) among middle school students. The study group consists of 422 students studying at five middle schools in one of the largest cities located in eastern part of Turkey. The research data was collected by using UF/EMI Critical Thinking Disposition Scale, "What is happening in this class?" Scale and the Motivated Strategies for Learning Questionnaire. Structural equation modelling (SEM) was performed by using LISREL 8.80 programme to test the hypothesized relationships among constructs. The results show that self-efficacy among students is higher in classroom environments where investigation is encouraged and equity among students is overseen. It is found that critical thinking disposition is higher in students with higher self-efficacy. Besides this, it is further observed that learning environment with investigation predicts all critical thinking dispositions positively whereas student cohesiveness predicts only maturity positively.

scholarly journals Analysing the Correlations between Primary School Teachers’ Teaching Styles and Their Critical Thinking Disposition

2017 ◽  
Vol 6 (1) ◽  
pp. 130
Author(s):  
Özgür Şen
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Teachers ◽  
Primary School Teachers ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study “Teaching Styles Inventory” was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of “Critical Thinking Disposition” was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers’ preference of teaching styles and their critical thinking disposition.

scholarly journals Comparing Critical Thinking Dispositions of Students Enrolled In a College Level Global Seminar Course

2016 ◽  
Vol 23 (2) ◽  
pp. 38-49
Author(s):  
Dennis W. Duncan ◽  
Rainer Haas ◽  
John C. Ricketts
Keyword(s):  
Critical Thinking ◽  
College Graduates ◽  
College Level ◽  
Critical Thinking Disposition ◽  
Course Content ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
The Us ◽  
Thinking Disposition ◽  
Cognitive Maturity

In recent years, the discussion concerning critical thinking and problem solving among college graduates and new industry hires has increased dramatically. A plethora of research has discovered that college graduates entering the workforce are lacking in their ability to problem solve and think critically. These attributes have been called some of the most necessary for an individuals’ success in the 21st century. The purpose of this study was to identify the variance in critical thinking disposition of students (undergraduate and graduate) enrolled in an International course (Global Seminar) using the UF-EMI Critical Thinking Disposition Assessment. Students representing the US, Italy, and Austria participated in this study (N=43). Results indicate that the entire population fell within the typical ranges for UF-EMI scores for all three constructs (Engagement, Cognitive Maturity, and Innovativeness) but would be classified as weak overall. There was however a slight difference in mean scores when comparing the US and European students. American students scored higher than the Italian students for all three constructs and higher than the Austrian students for the Engagement and Innovativeness constructs. These results warrant further research to determine how course content, teaching methodologies, and experiential learning opportunities impact college students’ critical thinking dispositions.

Exploring the Utility of Measures of Critical Thinking Dispositions and Professional Behavior Development in an Audiology Education Program

2013 ◽  
Vol 24 (05) ◽  
pp. 354-364 ◽  
Author(s):  
Stella L. Ng ◽  
Doreen J. Bartlett ◽  
S. Deborah Lucy
Keyword(s):  
Critical Thinking ◽  
Exploratory Study ◽  
Professional Behavior ◽  
Education Programs ◽  
Professional Behaviors ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition ◽  
Time Point

Background: Discussions about professional behaviors are growing increasingly prevalent across health professions, especially as a central component to education programs. A strong critical thinking disposition, paired with critical consciousness, may provide future health professionals with a foundation for solving challenging practice problems through the application of sound technical skill and scientific knowledge without sacrificing sensitive, empathic, client-centered practice. In this article, we describe an approach to monitoring student development of critical thinking dispositions and key professional behaviors as a way to inform faculty members' and clinical supervisors' support of students and ongoing curriculum development. Purpose: We designed this exploratory study to describe the trajectory of change for a cohort of audiology students' critical thinking dispositions (measured by the California Critical Thinking Disposition Inventory: [CCTDI]) and professional behaviors (using the Comprehensive Professional Behaviors Development Log—Audiology [CPBDL-A]) in an audiology program. Implications for the CCTDI and CPBDL-A in audiology entry-to-practice curricula and professional development will be discussed. Research Design: This exploratory study involved a cohort of audiology students, studied over a two-year period, using a one-group repeated measures design. Study Sample: Eighteen audiology students (two male and 16 female), began the study. At the third and final data collection point, 15 students completed the CCTDI, and nine students completed the CPBDL-A. Data Collection and Analysis: The CCTDI and CPBDL-A were each completed at three time points: at the beginning, at the middle, and near the end of the audiology education program. Data are presented descriptively in box plots to examine the trends of development for each critical thinking disposition dimension and each key professional behavior as well as for an overall critical thinking disposition score. Results: For the CCTDI, there was a general downward trend from time point 1 to time point 2 and a general upward trend from time point 2 to time point 3. Students demonstrated upward trends from the initial to final time point for their self-assessed development of professional behaviors as indicated on the CPBDL-A. Conclusions: The CCTDI and CPBDL-A can be used by audiology education programs as mechanisms for inspiring, fostering, and monitoring the development of critical thinking dispositions and key professional behaviors in students. Feedback and mentoring about dispositions and behaviors in conjunction with completion of these measures is recommended for inspiring and fostering these key professional attributes.

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals Relationship Between The Student Nurses’ Critical Thinking Dispositions and Autonomy Levels

2020 ◽  
Author(s):  
Mehmet Günay Uyar ◽  
Şefika Dilek Güven
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Student Nurses ◽  
Middle Level ◽  
Critical Thinking Disposition ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition ◽  
Number Percentage

INTRODUCTION: The aim of this study was to determine the relationship between nursing students’ critical thinking disposition and autonomy levels. METHODS: The descriptive-relationship seeking study was conducted with 288 nursing students in the nursing department of a state university. Data were collected by using the Descriptive Characteristics Information Form, which included socio-demographic characteristics, California Critical Thinking Disposition Scale and Sociotropy-Autonomy Scale. Data were analyzed by number, percentage, mean, standard deviation and Pearson correlation tests. RESULTS: It was found that the students’ mean autonomy subscale of Sociotropy-Autonomy Scale score was 87.43±11.27 and the overall mean score of critical thinking disposition was 232.52±23.30. There was a statistically significant positive correlation between the students› overall mean scores of California Critical Thinking Disposition Scale and autonomy subscale scores of Sociotropy-Autonomy Scale (r = 0.526, p <0.010). DISCUSSION AND CONCLUSION: In the study, the autonomy levels of the students were above the middle level; critical thinking disposition levels were low; There was a positive relationship between critical thinking disposition and autonomy levels. The results of the study suggest that nursing education curricula should be revised and restructured in order to raise students’ critical thinking and autonomy levels in nursing education.

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