Can Mapping Improve the Quality of Critical Thinking in Essay Writing in an Introductory Level, Core Curriculum Class?

2014 ◽  
pp. 102-118
Author(s):  
Leonard Shedletsky
Keyword(s):  
Critical Thinking ◽  
Critical Incident ◽  
Core Curriculum ◽  
Word Count ◽  
Essay Writing ◽  
Writing Practice

This study began with the question: Can mapping improve the quality of critical thinking in essay writing in an introductory level, core curriculum class? Two sections of the course, Introduction to Communication, were compared, without mapping and with mapping. Dependent measures were: (1) the word count for summarizing the critical incident to be analyzed; (2) the number of concepts/theories employed to analyze the critical incident; (3) the number of times a connection was made between the analytical concepts/theories and the critical incident; (4) the number of words used in summarizing the essay as a whole; and (5) the total number of words in the essay. In addition, the data were analyzed for practice since there were three attempts at essay writing. Practice at writing the paper had an especial effect on writing and mapping had an especial effect on laying out the problem and applying analytical concepts to it.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

Modifikasi Model Pembelajaran Problem Based Learning (PBL) dengan Strategi Pembelajaran Tugas dan Paksa

2019 ◽  
Vol 2 ◽  
Author(s):  
Tita Mila Mustofani ◽  
Ita Hartinah
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Material ◽  
Task Strategies ◽  
The Right ◽  
Increasing Student Learning

This writing aims to help teachers to increase motivation, activity, creativity, and critical thinking of students in solving problems in class. The way to increase student motivation in learning in class is to choose the right learning model with ongoing learning material. One learning model that increases students' creativity and critical thinking in problem solving is a Problem Based Learning (PBL) learning model. To improve students' insights in order to easily solve problems there is a need to do tasks, if students do not do the task then they must accept the agreed upon consequences when making learning contracts, thus modifying the Problem Based Learning (PBL) learning model with task strategies and forced. The results of the modification of learning with the Problem Based Learning (PBL) learning model through forced and forced strategies are expected to improve the learning process so that students become more disciplined and do not waste time doing assignments. The advantages of modifying the Problem Based Learning (PBL) learning model with task and forced learning strategies are increasing student learning motivation, improving the quality of learning, training students' understanding by giving assignments continuously, teaching discipline to students in order to be accountable for tasks assigned, and reducing laziness in students.

scholarly journals Structured, Analytical and Critical Thinking in the Educational Process of Future Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 111-118
Author(s):  
Pavel Beňo ◽  
Patrik Havan ◽  
Sandra Šprinková
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Educational Process ◽  
Point Of View ◽  
Problem Solving Skills ◽  
Main Method ◽  
Level Of Thinking ◽  
Access To Knowledge ◽  
The Right

AbstractIntroduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge.Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators.Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process.Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.

scholarly journals UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY

2017 ◽  
Vol 16 (6) ◽  
pp. 919-931
Author(s):  
Abraham Motlhabane
Keyword(s):  
South African ◽  
Cognitive Skills ◽  
Core Curriculum ◽  
Poor Performance ◽  
Learning Objectives ◽  
The South ◽  
Physical Sciences ◽  
Revised Bloom's Taxonomy ◽  
South African Education

The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa. On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom’s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom’s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. Keywords: physics examination, revised Bloom’s taxonomy, quality of education.

CRITICAL THINKING AS AN INDICATOR OF THE QUALITY OF PROFESSIONAL TRAINING OF FUTURE MATHEMATICIANS

2020 ◽  
Author(s):  
Елена Васильевна Кузнецова ◽  
Илья Владимирович Стругов
Keyword(s):  
Critical Thinking ◽  
Professional Training ◽  
Applied Mathematics

В статье рассматриваются роль и место критического мышления в оценке качества профессиональной подготовки студентов направления Прикладная математика. The article examines the role and place of critical thinking in assessing the quality of professional training of students in the Applied Mathematics direction.

Establishing Credibility in the Information Jungle

2012 ◽  
pp. 229-251 ◽  
Author(s):  
Dawn Emsellem Wichowski ◽  
Laura E. Kohl
Keyword(s):  
Critical Thinking ◽  
Information Sources ◽  
Evaluation Process ◽  
Information Landscape

In this chapter, the authors locate blogs and microblogs such as Facebook and Twitter in the information landscape. They explore their diverse habitats and features, as well as the explosion of uses discovered for them by academic and journalistic researchers. The authors describe an approach to evaluating the quality of blogs and microblogs as information sources using the CRAAP test, and they show how a consideration of digital ethos in the application of the CRAAP checklist imbues the test with flexibility and effectiveness, and promotes critical thinking throughout the evaluation process. The chapter demonstrates how the special features of blogs can be leveraged for rigorous assessment. For the purpose of defining examples, it focuses on blogs and microblogs such as Facebook and Twitter, but the authors see their approach as having application across other yet-to-be developed platforms because of its flexibility.

A Multi-Level Analysis of the Change in Teaching Methods in Post-Communist Romania

2013 ◽  
pp. 181-203
Author(s):  
Oana Gauca
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Intellectual Development ◽  
Student Work ◽  
Multi Level ◽  
Pass Through ◽  
Post Communism ◽  
The Impact ◽  
Level Analysis

The chapter provides an overview of the changes suffered by the secondary and higher education systems in the communism to post-communism transition and discusses the transformation of the teaching methods and the impact of these transformations. Most teachers aspire to make critical thinking the main objective of their instruction; most of them do not realize that to develop as thinkers students must pass through stages of development in critical thinking. The conclusions point to the fact that most teachers are unaware of the levels of intellectual development that students go through as they improve as thinkers. The research shows that significant gains in the intellectual quality of student work will not be achieved if teachers do not recognize that skilled critical thinking develops only if properly cultivated and only through predictable stages.

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