Social Media in an Intercultural Writing Context

First Year ◽

Writing Students ◽

Thinking Processes ◽

The current research study is part of a larger project that aims to analyze ways in which first year intercultural writing students interpret/understand the impact of social media on their composition practices, critical thinking processes and knowledge negotiations processes. In particular, the current chapter attempts to understand how first year intercultural writing students reflect on and assess the ways social media has helped them practice and or/acquire more critical thinking skills.

Social Media in an Intercultural Writing Context

Social Media and Networking ◽

10.4018/978-1-4666-8614-4.ch013 ◽

2015 ◽

pp. 233-250

Author(s):

Ma Pilar Milagros García

Keyword(s):

Social Media ◽

Critical Thinking ◽

Research Study ◽

Thinking Skills ◽

First Year ◽

Writing Students ◽

Thinking Processes ◽

Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4907 ◽

2013 ◽

Author(s):

Brian Frank ◽

Jake Kaupp ◽

Ann Chen

Keyword(s):

Critical Thinking ◽

Engineering Students ◽

Thinking Skills ◽

Learning Assessment ◽

First Year ◽

First Year Students ◽

Problem Solving Skills ◽

Model Eliciting Activities ◽

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

CONCEPTS ONLY PLEASE! INNOVATING A FIRST YEAR ENGINEERING COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6515 ◽

2017 ◽

Cited By ~ 1

Author(s):

Kenneth N. McKay ◽

Samar Mohamed ◽

Lyndia Stacey

Keyword(s):

Critical Thinking ◽

Time Management ◽

Teaching And Learning ◽

Thinking Skills ◽

Project Planning ◽

First Year ◽

Self Directed Learning ◽

Student Centered Learning ◽

MSCI 100, a first year course dedicated to Management Engineering, introduces the main concepts of this discipline to students in their first term. The course’s main goals are introducing core principles that students will apply throughout their undergraduate studies and also preparing them for their first co-operative education term. In Fall 2015, this course was pedagogically redesigned based on authentic self-directed learning, accommodating different learners, and providing students with opportunities to develop professional skills (especially teamwork, project planning, time management and critical thinking).The course was designed holistically with emphasis on integrating concepts and communicating the course plan to students. Although engineering design was an inherent part of the course, there were no memory-driven tests and no math. The course’s learning outcomes were instead formulated around students’ understanding of improving effectiveness and efficiency in various facets of business through the development of their professional skills.There were numerous teaching innovations from the perspective of a first year engineering course. The essence of many course deliverables was for students to experience constructive failure-recovery cycles. This allowed them to learn from their mistakes as they completed case study challenges, hands-on activities, unique assessments and a final team project requiring integration of knowledge and skills. These activities were supported by various groups on campus.A panel of educators was formed near the end of the term so students could reflect on their learning process and be provided with the educators' feedback.. Moreover, the results from the course evaluations indicated that the restructuring of MSCI 100 was largely successful. Most students were able to fully grasp fundamental concepts and apply critical thinking skills. In this paper, we share reasons for redesigning the course, our experience in delivery and assessment, the impact of different teaching and learning methods and finally feedback on switching to in-depth, student-centered learning.

The impact of an integrated assessment on the critical thinking skills of first-year university students

Accounting Education ◽

10.1080/09639284.2018.1501717 ◽

2018 ◽

Vol 27 (5) ◽

pp. 479-494 ◽

Cited By ~ 5

Author(s):

Melanie Cloete

Keyword(s):

Critical Thinking ◽

University Students ◽

Integrated Assessment ◽

Thinking Skills ◽

First Year ◽

First Year University ◽

Small Firm Audit Partner Hiring Crisis: A Role Play for Critical Thinking and Negotiation Skills

Issues in Accounting Education ◽

10.2308/iace-51117 ◽

2015 ◽

Vol 30 (4) ◽

pp. 275-296 ◽

Cited By ~ 1

Author(s):

George R. Aldhizer

Keyword(s):

Critical Thinking ◽

Small Firm ◽

Role Play ◽

Terminally Ill ◽

Thinking Skills ◽

Planning Stage ◽

Skill Sets ◽

Final Agreement ◽

ABSTRACT This role play requires students to consider the complexities of a small CPA firm urgently attempting to replace the unique industry knowledge and experience possessed by a terminally ill audit partner. In this role play, students assume the position of either an existing partner or a former partner who is considering rejoining the firm. This role play includes two sections. First, in the planning stage, students brainstorm mutually equivalent options that satisfy their critical financial and nonfinancial interests to address the problem of replacing the terminally ill partner in their respective existing partner and former partner teams. Second, students engage in a “table” negotiation with their assigned counterpart to reach an amicable agreement to this firm crisis and participate in a debriefing session and prepare a debriefing document. The small firm context provides a unique opportunity to make contributions to the existing accounting and auditing literature related to enhancing students' critical thinking and negotiation skills. Distinctive small firm role play elements that should enhance critical thinking and negotiation skills include considering contingent agreements that dovetail differences in future legal liability forecasts, and dovetailing differences to take advantage of complementary skill sets to mitigate industry-specific auditor detection risks and related business risks.1 Critical thinking skills also should be strengthened through negotiating a package of interests and related options including the impact of various tradeoffs that are not fully known until the table negotiation commences so that the final agreement does not exceed the firm's non-negotiable budgetary constraints.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

Political Science and Politics ◽

10.1017/s1049096521000457 ◽

2021 ◽

pp. 1-5

Author(s):

Andrew M. Wender ◽

Valerie J. D’Erman

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Civic Engagement ◽

Political Science ◽

Cognitive Processes ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Objective ◽

First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽

10.1515/seeur-2017-0004 ◽

2017 ◽

Vol 12 (1) ◽

pp. 53-68 ◽

Cited By ~ 1

Author(s):

Brikena Xhaferi ◽

Gezim Xhaferi

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Careful Consideration ◽

Good Tool ◽

Self Reflection ◽

Positive Attitudes ◽

Study Results ◽

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v10i3.28655 ◽

2021 ◽

Vol 10 (3) ◽

pp. 346-356

Author(s):

H. Lestari ◽

W. Sopandi ◽

U. S. Sa'ud ◽

B. Musthafa ◽

D. Budimansyah ◽

...

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Elementary School Teachers ◽

Thinking Skills ◽

Learning Model ◽

Online Mentoring ◽

School Teachers ◽

Knowledge And Skills ◽

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

Inquiry-based learning to improve student engagement in a large first year topic

Student Success ◽

10.5204/ssj.v6i2.292 ◽

2015 ◽

Vol 6 (2) ◽

pp. 65-71 ◽

Cited By ~ 8

Author(s):

Masha Smallhorn ◽

Jeanne Young ◽

Narelle Hunter ◽

Karen Burke da Silva

Keyword(s):

Student Engagement ◽

Student Satisfaction ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

First Year ◽

Before And After ◽

Multiple Choice Exam ◽

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners.

Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

Jurnal Ilmiah Pendidikan Fisika Al-Biruni ◽

10.24042/jipfalbiruni.v9i1.4630 ◽

2020 ◽

Vol 9 (1) ◽

pp. 87-97

Author(s):

Ade Febri ◽

Sajidan Sajidan ◽

Sarwanto Sarwanto ◽

Dewanto Harjunowibowo

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Creative Thinking ◽

Thinking Skills ◽

Average Score ◽

Guided Inquiry ◽

Central Java ◽

Before And After ◽

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills