scholarly journals EXAMINING THE RELATIONSHIP BETWEEN MORAL REASONING AND CRITICAL THINKING IN TEACHER STUDY PROGRAMMES IN SLOVAKIA

2021 ◽  
Vol 11 (2) ◽  
pp. 116-118
Author(s):  
JÁN KNAPÍK ◽  
MARTINA KOSTURKOVÁ
Keyword(s):  
Critical Thinking ◽  
Moral Reasoning ◽  
Pearson Correlation ◽  
Measurement Tool ◽  
Moral Integrity ◽  
Moral Competence ◽  
Upper Secondary Education ◽  
Average Value ◽  
Teacher Students ◽  
The Relationship

Introduction: Since both components critical thinking and moral reasoning are considered to be major phenomena, the development of which is a priority of all world education policies, they are paid a lot of attention in foreign countries. However, foreign studies have only made a little mention of examining their relationship and integrity as well as until recently, each dimension has been examined separately in Slovakia and there is no piece of evidence showing the relationship between them. Based on this, we have formulated the following scientific problem: Is there a relationship between critical thinking and moral reasoning? Methods and respondents: The basic measurement tool of our research was the Watson-Glaser Critical Thinking Appraisal used to determine the level of critical thinking. The level of moral reasoning was investigated by Lind´s Moral Competence Test. The examined sample consisted of the available selection of the 2nd and 3rd year teacher study programme students for lower and upper secondary education at the University of Prešov in Prešov (N = 241) and the testing itself was realized in the academic year 2020/2021. Results: Our research shows that the average value of the gross score in critical thinking of the teacher students is M = 43.26 (SD = 5.09) and the achieved average numeric value of moral judgment expressed by the C-score is M = 21.15 (SD = 12.88). Based on the Pearson Correlation results, we were discussing whether the calculated value of the correlation coefficient indicates the relationship between critical thinking and moral reasoning and whether there is a relationship between moral reasoning and individual cognitive components of critical thinking and the results of the research show interesting findings about the relationship between critical and moral reasoning of teacher students. Conclusion: The conclusions of the research lead us to redesign the undergraduate training of future teachers in the context of the World Economic Forum challenges and the support for minds of the future according to H. Gardner - critical, creative, disciplined, ethical and tolerant - as a critical and moral integrity.

Critical Thinking, Autonomy, and Lexical Knowledge of Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 878
Author(s):  
Sajad Faramarzi ◽  
Atefeh Elekaei ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Pearson Correlation ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Relationship ◽  
Knowledge Of Learners ◽  
One Way Anova

The present study was conducted in order to identify the relationship among autonomy, critical thinking ability, and lexical knowledge of Iranian EFL learners. 114 male and female learners learning English as a foreign language participated in the present study. The obtained data was analyzed by using Pearson correlation coefficient and One-Way ANOVA. The results of the present study indicated that there was a significant positive relationship between autonomy and lexical knowledge of learners. Moreover, the results of One-Way ANOVA revealed that learners with high critical thinking ability level were the most autonomous learners. Furthermore, learners with high critical thinking ability had high lexical knowledge.

scholarly journals The Role of Leisure Management in Study-Leisure Conflict in Secondary Education

2020 ◽  
Vol 13 (11) ◽  
pp. 74
Author(s):  
Tebessüm Ayyıldız Durhan
Keyword(s):  
Time Management ◽  
Leisure Time ◽  
Personal Information ◽  
Pearson Correlation ◽  
Measurement Tool ◽  
Measurement Tools ◽  
Pearson Correlation Test ◽  
The Relationship ◽  
Conflict Scale

In the study where the relationship between study-leisure conflict and leisure management and the effect of leisure management on this conflict was investigated, it was also determined how certain variables changed the level of SLCS and LM. The study included 236 students studying in total 4 secondary and high schools in Ankara, and the data were obtained through personal information form as well as study-conflict and leisure management scales. Study and leisure conflict scale; “Study-Leisure Conflict Scale” is a measurement tool developed by Işık and Demirel (2018), inspired by the scale of “Measurement of Work-Leisure” (Tsaur et al., 2012), consisting of 20 questions and 5 sub-dimensions. “Leisure Management” scale is a measurement tool developed by Wang et al. (2011), consisting of 15 questions and 4 sub-dimensions and adapted to Turkish by Akgül and Karaküçük (2015). Parametric tests were applied since it was determined that the data showed normal distribution. In the analysis of the data, descriptive statistics, independent sample T test, one-way analysis of variance ANOVA test and Tukey (HSD-LSD) test were used for intra-group comparisons, and Pearson Correlation test and Regression analysis were used to determine the relationship and effect. The findings of the research show that the participants displayed a level of conflict below average; on the other hand, they showed a level of leisure management slightly above the average. Partial weak relations were determined between the study-leisure conflict scale and the leisure-time management scale, while at the same time; it decreased the level of leisure-study conflict of leisure time, although it was not significant. It is among other findings that certain variables change the measurement tools. As a result of the research, it is thought that the partial weak relations between study-leisure conflict and leisure management will return to the expected negative momentum by the students having effective knowledge and skills about leisure management. Accordingly, it is revealed by the findings of the study that more information on leisure time, management and conflict resolution should be transferred in education programs.

scholarly journals Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mustafa Yeler ◽  
Gürbüz Ocak
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Learning Styles ◽  
Pearson Correlation ◽  
Moderate Level ◽  
School Type ◽  
Critical Thinking Disposition ◽  
The Common ◽  
Thinking Disposition ◽  
The Relationship

This study is Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition The study was carried out with the participation of 358 candidate teachers- 243 female and 115 males- who were identified by way of proportional sampling from among 612 freshmen students who study in different programs in the Faculty of Education at Burdur Mehmet Akif Ersoy University. Grasha-Reichmann Learning Styles Scales (1974) and Critical Thinking Tendencies Scales by Semerci (2016) were used as data collecting tools for this study. The data obtained by the application of these scales were analyzed using parametric tests t-test, ANOVA, Pearson correlation, two-way ANOVA and regression according to the nature and scope of the data. In all operations, p<.05 significance level was identified. It was found that there is a significant relationship at moderate level between the learning styles and the critical thinking tendencies of the candidate teachers. Depending on the variables such as age, gender, the type of the high school and departments, a moderate relationship was found between learning styles and critical thinking tendencies. While the common impact of age and learning styles; gender and learning styles; the high school type and learning styles were not significant, the common impact of department and learning styles were found to be significant at moderate level. On the other hand, when age and learning styles; gender and learning styles; departments and learning styles, and high school types and learning styles are taken into consideration together, it was found that each coupling could explain approximately 25% of the tendencies of critical thinking. In the light shed by these results, it is suggested that the learning styles and critical thinking tendencies must be considered together in teaching-learning processes designed for candidate teachers.

Hubungan Antara Kemahiran Berfikir Kritis Dengan Pencapaian Akademik Dalam Kalangan Pelajar Fakulti Pendidikan Universiti Teknologi Malaysia

2012 ◽  
Author(s):  
Marlina Ali ◽  
Shaharom Noordin
Keyword(s):  
Critical Thinking ◽  
Education Program ◽  
Physics Education ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Results ◽  
Age Range ◽  
The Relationship

Kajian ini dijalankan bertujuan untuk menentukan perkaitan di antara kemahiran berfikir kritis dengan Purata Nilai Gred Kumulatif (PNGK) dalam kalangan pelajar yang mengikuti program pendidikan Fizik di Universiti Teknologi Malaysia. Seramai 109 orang pelajar tahun satu dan empat program Pendidikan Fizik terlibat dalam kajian ini iaitu 26 orang pelajar lelaki dan 83 pelajar perempuan. Julat umur pelajar adalah di antara 19 hingga 28 tahun. Alat kajian yang digunakan dalam kajian ini ialah Watson Glaser Critical Thinking Appraisal (WGCTA–A). Korelasi Pearson–r merupakan statistik utama yang digunakan dalam kajian ini. Keputusan kajian menunjukkan bahawa terdapat pertalian yang bererti antara kemahiran berfikir kritis dengan CPA pelajar pada aras .05. Kemahiran interpretasi merupakan aspek WGCTA yang bererti dalam meramal PNGK pelajar berbanding kemahiran membuat inferens, mengusul periksa andaian, membuat deduksi dan penilaian hujah. Seterusnya, hasil kajian menunjukkan tidak terdapat pertalian yang bererti di antara tahun pengajian dengan tahap kemahiran berfikir kritis pelajar. Kata kunci: Kemahiran berfikir kritis; WGCTA; pelajar universiti; fizik; guru pelatih This study was conducted to determine the relationship between critical thinking skills and among students in the physics education program at the Universiti Teknologi Malaysia. A total of 109 students from year one and four from physics education program, which consists of 26 boys and 83 girls involved in the study. The age range of students involved was between 19 to 28 years. The instrument used in this study was the Watson Glaser Critical Thinking Appraisal (WGCTA–A). A Pearson correlation–r was the main statistics used in this study. Results showed that there was a significant relationship between critical thinking skills and CPA of students at the level of .05. Interpretation was significant in predicting student’s CPA as compared to other skills in WGCTA such as inference, recognition of assumptions, deduction, and evaluation of arguments. Next, the finding showed no significant relationship between years of study with the students’ critical thinking skills. Key words: Critical thinking; WGCTA; university students; physics; trainee teachers

THE RELATIONSHIP ON CRITICAL THINKING ABILITY WITH THE SELF CONFIDENCE OF CLASS IX MATERIALS OF BUILFDING SIDE ROOMS

2021 ◽  
Vol 13 (2) ◽  
pp. 203-213
Author(s):  
Agung Setiawan ◽  
Rochmad ◽  
Nuriana Rachmani Dewi
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Confidence ◽  
Normality Test ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
The Relationship

Mathematical thinking ability is the ability of thinking processes to think systematically, analyze arguments and come up with ideas with evidence to develop a logical mindset on what to do. This very important because students will be helped in thinking mathematically rationally in drawing conclusions and observing the problems that exist. It is also necessary to pay attention to self confidence which is the ability of students to solve existing problems. This study aims to determine the relationship between students 'mathematical critical thinking and students' self-confidence in learning mathematics for Grade IX students. This study uses quantitative research with a non-experimental approach, namely the correlation approach. The population of this study is class IX at SMP Al Madani with a sample of 21 people through the sampling technique, namely convenience sampling. Data collection techniques using observation, questionnaires, and tests. Data analysis used normality test and Pearson correlation test. Based on the research, the results obtained were 1) normality test with a significance of 0.586> 0.05, which means the data was normally distributed and 2) a correlation value of 0.520 and significant 0.016 <0.05, which means that there is a positive relationship between students' critical thinking skills and self-confidence. in mathematics learning. In other words, the higher the students 'critical thinking, the higher the students' self confidence. This can be explained also that students of SMP Al Madani have good self-confidence so that it can affect students' critical thinking skills in learning mathematics.

scholarly journals Exploring the Relationship between Burnout and Critical Thinking Skills among Iranian University Professors Teaching TEFL

2017 ◽  
Vol 6 (7) ◽  
pp. 261
Author(s):  
Hossein Khodabakhshzadeh ◽  
Hanieh Garmabi ◽  
Mehri Bakhtiari Fayendari
Keyword(s):  
Critical Thinking ◽  
Emotional Exhaustion ◽  
Pearson Correlation ◽  
Maslach Burnout Inventory ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Professors ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Relationship

The profession as a teacher involves experiencing a number of challenges which naturally lead to emotional tiredness and lack of reward, technically known as burnout (Colomeischi, 2015). The goal of the present study was to investigate the relationship between burnout and critical thinking ability. To this end, a sample of 40 professors of Teaching English as a Foreign Language (TEFL) filed at a number of universities in Iran was chosen. Maslach Burnout Inventory (MBI) was employed to assess the participants' burnout level, which is specifically evaluated by measuring three subscales of emotional exhaustion, depersonalization, and personal achievement. In addition, the measures of the participants' critical thinking skills were obtained via Watson-Glaser Critical Thinking Appraisal (WGCTA). The Pearson correlation coefficient analysis indicated that emotional exhaustion and depersonalization strongly and negatively correlated with critical thinking ability. However, a strong and positive relationship was found between personal achievement and critical thinking skills. 

scholarly journals Performance Analysis of Students Through Critical Thinking Ability Based on Mathematic Ability

2021 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Qurrota A’yun ◽  
Rosita Yanuarti ◽  
Dimas Anditha Cahyo Sujiwo
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Structured Interview ◽  
Performance Levels ◽  
Average Value ◽  
Open Questions ◽  
Thinking Ability ◽  
The Subject ◽  
The Right ◽  
The Relationship

The standard of critical thinking in this study, namely: first, interpretation is on a problem can showing / writing what they know and what is asked about the problem correctly; second, analysis is the activity of identifying the relationship between statements, questions and concepts in a problem through making mathematical models and accompanied by the right reasons; third, evaluation is the right strategy in solving problems and fourth, conclusion is accuracy in drawing conclusions from what is asked. While the type of research used is descriptive qualitative type. The instruments used were interview guidelines and test questions. The interview used is a structured interview and the test used in the form of a math problem test with derived application material consisting of 3 problem descriptions with material that has been received by students. Student performance levels in this study are at the Apprentice level and the Novice level. The acquisition of data at the Apprentice level the average value is different, this is because the acquisition of data on each indicator is different overall. This is because the subject is not accustomed to or accustomed to working on open questions or also problem stories / problems. Student performance levels in this study are at the Apprentice level and the Novice level. The acquisition of data at the Apprentice level the average value is different, this is because the acquisition of data on each indicator is different overall. This is because the subject is not accustomed to or accustomed to working on open questions or also problem stories/problems.

Reliability of the Minimum Masking Level as Outcome Variable in Tinnitus Clinical Research

2020 ◽  
Vol 29 (3) ◽  
pp. 429-435
Author(s):  
Patricia C. Mancini ◽  
Richard S. Tyler ◽  
Hyung Jin Jun ◽  
Tang-Chuan Wang ◽  
Helena Ji ◽  
...  
Keyword(s):  
Standard Deviation ◽  
High Frequency ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Outcome Variable ◽  
Reliable Estimate ◽  
Moderate Correlation ◽  
Trained Subjects ◽  
The Relationship ◽  
Minimum Intensity

Purpose The minimum masking level (MML) is the minimum intensity of a stimulus required to just totally mask the tinnitus. Treatments aimed at reducing the tinnitus itself should attempt to measure the magnitude of the tinnitus. The objective of this study was to evaluate the reliability of the MML. Method Sample consisted of 59 tinnitus patients who reported stable tinnitus. We obtained MML measures on two visits, separated by about 2–3 weeks. We used two noise types: speech-shaped noise and high-frequency emphasis noise. We also investigated the relationship between the MML and tinnitus loudness estimates and the Tinnitus Handicap Questionnaire (THQ). Results There were differences across the different noise types. The within-session standard deviation averaged across subjects varied between 1.3 and 1.8 dB. Across the two sessions, the Pearson correlation coefficients, range was r = .84. There was a weak relationship between the dB SL MML and loudness, and between the MML and the THQ. A moderate correlation ( r = .44) was found between the THQ and loudness estimates. Conclusions We conclude that the dB SL MML can be a reliable estimate of tinnitus magnitude, with expected standard deviations in trained subjects of about 1.5 dB. It appears that the dB SL MML and loudness estimates are not closely related.

Communicating moral reasoning in medicine as an expression of respect for patients and integrity among professionals

2014 ◽  
Vol 10 (2) ◽  
pp. 177-183 ◽  
Author(s):  
Lauris Christopher Kaldjian
Keyword(s):  
Moral Reasoning ◽  
Moral Reasons ◽  
Moral Pluralism ◽  
Moral Integrity ◽  
Moral Beliefs ◽  
Moral Framework ◽  
Beliefs And Values ◽  
Moral Frameworks ◽  
The Individual ◽  
Do So

The communication of moral reasoning in medicine can be understood as a means of showing respect for patients and colleagues through the giving of moral reasons for actions. This communication is especially important when disagreements arise. While moral reasoning should strive for impartiality, it also needs to acknowledge the individual moral beliefs and values that distinguish each person (moral particularity) and give rise to the challenge of contrasting moral frameworks (moral pluralism). Efforts to communicate moral reasoning should move beyond common approaches to principles-based reasoning in medical ethics by addressing the underlying beliefs and values that define our moral frameworks and guide our interpretations and applications of principles. Communicating about underlying beliefs and values requires a willingness to grapple with challenges of accessibility (the degree to which particular beliefs and values are intelligible between persons) and translatability (the degree to which particular beliefs and values can be transposed from one moral framework to another) as words and concepts are used to communicate beliefs and values. Moral dialogues between professionals and patients and among professionals themselves need to be handled carefully, and sometimes these dialogues invite reference to underlying beliefs and values. When professionals choose to articulate such beliefs and values, they can do so as an expression of respectful patient care and collaboration and as a means of promoting their own moral integrity by signalling the need for consistency between their own beliefs, words and actions.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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