scholarly journals Digital Storytelling in Museum Education Context: How to Promote Critical Thinking Skills through Digital Tools within Secondary School Pupils

2021 ◽  
pp. 135-144
Author(s):  
Maria Rosaria
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Informal Education ◽  
Digital Storytelling ◽  
Museum Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Heritage Education ◽  
Secondary School Pupils

The present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path.

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals Life Skill Integrated Science-PBL Module to Improve Critical Thinking Skills of Secondary School Students

2020 ◽  
Vol 8 (7) ◽  
pp. 3085-3096
Author(s):  
Nurdiyah Lestari ◽  
K. Ivo Basri ◽  
St. Muthmainnah Yusuf ◽  
S. Suciati ◽  
Mohammad Masykuri
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Life Skill ◽  
School Students ◽  
Integrated Science

Technology-Enhanced Classroom to Enhance Critical Thinking Skills

2019 ◽  
pp. 225-244
Author(s):  
Alice Omariba
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Digital Workplace ◽  
Student Groups ◽  
Technological Tools ◽  
The Face ◽  
The Impact

This chapter describes how the impact of digital technology can now be felt in all spheres of life leading to global competition especially in education. The vision for technology-enhanced classrooms is one in which student groups work on long-term, multidisciplinary projects involving challenging content that is interesting and important to them with the support of technological tools for collecting, analyzing, displaying and communicating information. In the face of severe social and economic challenges, many developing countries are struggling to overcome barriers to the integration of digital tools in education to help students develop high-order skills and global competences for life and work. This chapter is intended to further discussions on incorporating technologies into instruction in order to bridge the gap between critical thinking skills and digital tools, and helping learners to become globally competent at the digital workplace.

Digital Storytelling to Enhance Social Studies Content Knowledge, Explore Multiple Perspectives, and Advocate for Social Justice

2021 ◽  
pp. 235-256
Author(s):  
Lindsay Yearta ◽  
Katie Kelly
Keyword(s):  
Social Justice ◽  
Critical Thinking ◽  
Social Studies ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Integrative Approach ◽  
Multiple Perspectives ◽  
Counter Narratives ◽  
Historical Accounts

In this chapter, the authors discuss how digital storytelling expands traditional storytelling options to serve as an integrative approach to (1) deepen student understanding of social studies content, (2) learn history through multiple perspectives, and (3) seek social justice through civics engagement. Most stories told about our history tend to focus on the dominant narrative which portrays an inaccurate depiction of events and individuals. When students move beyond the “single story” of the dominant narrative to explore multiple perspectives, voices, and historical accounts through counter narratives, they develop essential critical thinking skills to help them not only deepen their understanding of content in social studies but to encourage them to actively engage as democratic citizens seeking social justice for a better world.

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