Deepening of Critical Thinking Skills through the Use of Civic Engagement

2017 ◽  
pp. 252-272
Author(s):  
Marcia F. Hunter
Keyword(s):  
Critical Thinking ◽  
Civic Engagement ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Systems ◽  
Modern Education ◽  
Effective Strategies ◽  
Societal Needs

Critical thinking is an underlying goal of modern education. It is also a needed skill for effectively navigating life in modern society. It is frequently however, not taught in school systems. Students are therefore left at a disadvantage. Civil engagement is the process by which people work together for the betterment of society. A pertinent skill of civic engagement is critical thinking. This chapter proposes a model for bringing civic engagement and critical thinking together to meet both educational and societal needs. This model provides effective strategies for teaching civic engagement outside of the classroom.

Deepening of Critical Thinking Skills Through the Use of Civic Engagement

2019 ◽  
pp. 24-39
Author(s):  
Marcia F. Hunter
Keyword(s):  
Critical Thinking ◽  
Civic Engagement ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Systems ◽  
Modern Education ◽  
Effective Strategies ◽  
Societal Needs

Critical thinking is an underlying goal of modern education. It is also a needed skill for effectively navigating life in modern society. It is frequently however, not taught in school systems. Students are therefore left at a disadvantage. Civil engagement is the process by which people work together for the betterment of society. A pertinent skill of civic engagement is critical thinking. This chapter proposes a model for bringing civic engagement and critical thinking together to meet both educational and societal needs. This model provides effective strategies for teaching civic engagement outside of the classroom.

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

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 ◽  
Critical 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.

scholarly journals TECHNOLOGY IMPLEMENTATION OF CRITICAL THINKING DEVELOPMENT IN THE PROCESS OF TEACHING ENGLISH IN HIGHER SCHOOL

2021 ◽  
pp. 23-29
Author(s):  
Kateryna Ivlieva ◽  
Olga Rejda ◽  
Dina Gulieva
Keyword(s):  
Critical Thinking ◽  
Technology Implementation ◽  
Cognitive Activity ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Mental Competence ◽  
Wide Range ◽  
Language Classes

The article attempts to reveal the essence of the concept«critical thinking» and to consider the development of this kindof thinking in higher school students at foreign languageclasses. It is noted that the ability to acquire skills independentlyand use them in practical activities, and not only the amount ofacquired knowledge, has an essential role to play in the adaptationof a graduate to the realities of modern society. Therefore, thecritical thinking technology applying, as well as the traditionalforms of activity in higher education in the process of foreignlanguage teaching, is seen as a clear necessity. The articlenotes that the main purpose of critical thinking development ofstudents who do not have the developed skills to think criticallyis to extend the mental competence to solve social, scientific andpractical problems effectively. Students of higher educationalestablishments have a range of considerable knowledge andsufficient social experience. They are able to transform theexisting knowledge and skills into competencies, provided thatthey are highly motivated and there are active cognitive activities.Thus, the task of teaching critical thinking skills is to developthe cognitive activity of students based on logical, research andcritical thinking. On the basis of the analysis of the practicalexperience of a foreign language course teaching in a higherschool, the development opportunities are revealed andstrategies of the critical thinking development of students inforeign language classes are considered (annotation, preview,contextualization, self-questioning, reflexion, evaluative judgment,comparison and contrasting). Certain methods, promoting criticalthinking at different stages of learning have been proposedin the paper (Basket of ideas, concepts; Cluster; Margin notes;Сinquain making; Training brainstorming; Essay writing). It hasbeen concluded that the critical thinking technology applied atforeign language classes at higher schools significantly increasesthe time of language practice for each student, helps to facilitatetheir learning acquisition, addresses a wide range of educationaland developmental tasks. The teacher becomes an organizerof students' independent educational, communicative andcreative activities and has the opportunity to improve the learningprocess, develop students' communicative skills and developtheir personality comprehensively.

scholarly journals Teachers’ Professional Skills as a Factor in the Development of Students’ Critical Thinking

2020 ◽  
Vol 25 (6) ◽  
pp. 88-103
Author(s):  
J.N. Koreshnikova ◽  
I.D. Froumin
Keyword(s):  
Critical Thinking ◽  
Multivariate Regression ◽  
Thinking Skills ◽  
Regression Method ◽  
Critical Thinking Skills ◽  
Access To Information ◽  
Modern Education ◽  
Classroom Lesson ◽  
Development Of Students

The modern generation of students actively use technology and have access to information at any time. However, having access to information and being able to competently work with information are two different tasks. The use of information in any form is impossible without the use of critical thinking skills, therefore the level and quality of critical thinking is of paramount importance. Considering that in the modern education system, the traditional type of teaching is quite common — the classroom-lesson form of teaching, where the teacher is the leading figure, providing students with ready-made knowledge at lectures. At the same time, students take a passive position in relation to the assimilation of knowledge. Is it becoming important to understand how to develop students’ higher-order skills, including critical thinking, in this type of learning? In a study conducted on a sample of students from one of the leading national research universities in Russia (4,897 students), using the multivariate regression method, it was proved that teaching within the framework of the traditional type of education can be positively associated with the level of development of critical thinking if teachers have developed subject-logical and organizational competence.

scholarly journals LESSONS FROM CRITICAL THINKING: HOW TO PROMOTE THINKING SKILLS IN EFL WRITING CLASSES

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Mojgan Rashtchi ◽  
Babak Khoshnevisan
Keyword(s):  
Critical Thinking ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
English Writing ◽  
Modern Education

<p>Critical thinking as an issue with on-going importance has an immense influence on modern education. However, it is not a natural disposition but is a potential that needs cultivation. Training individuals to become critical thinkers is not an easy task, but by adopting appropriate strategies and classroom practices, it is attainable. The present article aimed to show how English writing classes in EFL settings could facilitate the practice of critical thinking skills. This paper suggests that critical thinking can be implemented as a classroom practice in writing courses by using several tasks that integrate writing and thinking skills. The article starts with an introduction to the definitions of critical thinking. Then, it underlines the classroom procedures, which can be implemented by teachers. Following this, some sample tasks and writing topics are proposed to help teachers employ critical thinking practices in their classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0663/a.php" alt="Hit counter" /></p>

scholarly journals Constructive Application of Critical Thinking Skills in Higher Education Tbilisi Open Teaching University

enadakultura ◽  
2021 ◽  
Author(s):  
Khatia Shevardnadze ◽  
Sophio Moralishvili ◽  
Rusudan Tkeshelashvili
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Tools ◽  
Modern World ◽  
Sources Of Information ◽  
Effective Strategies ◽  
Development Framework ◽  
Knowledge Requirements ◽  
Core Elements

Almost everyone agrees that critical thinking is an essential skill in 21st-century, without which success in the modern world and in the future is simply unimaginable. Is it possible to teach critical thinking? -yes, it is possible. In the process of learning and even after graduation, you are expected to think critically, read and write, express your own thoughts and ideas. Therefore, teaching this competence is most beneficial. Therefore, our goal is to establish effective strategies for developing critical thinking methods and assessment tools that will enable students to develop critical, creative, and reflective thinking. The research presented in the article is based on critical thinking skill development framework, which describes critical thinking with core elements: knowledge construction, evaluating reasoning and decision making. The survey was conducted at Tbilisi Open University in April 2021 among bachelor students. Its aim was to identify how well our students identify the knowledge requirements necessary to solve a problem, understand an issue or answer a question; if they can selectively apply the most pertinent criteria to evaluate sources of information depending on the information needed; how well they manage to identify logical patterns and subtle connections within and across data and information from a range of sources.

Priorities of critical thinking: new paradigms of modern higher schools

2021 ◽  
pp. 14-17
Author(s):  
N.P. Sukhanova ◽  
Keyword(s):  
Critical Thinking ◽  
Cognitive Process ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
True Self ◽  
University Course ◽  
The University ◽  
Educated Person

Presented is philosophical analysis in issues related to the practice of introducing critical thinking into educational programs of the university. The content of the concepts “educated person”, “subject of education” is comprehended in relation to ideas about knowledge and information. Education is seen as a special tool in the creation of personality, the emphasis is on identifying critical thinking skills in the cognitive process. The mission of education is presented as a total transformation of a person, an ascent to his true self. The primary task facing a person is the education of oneself and, given the speed of transformations in modern society, the development of critical thinking is postulated as a priority goal of education. The pluralism of approaches to the implementation of critical thinking programs by domestic higher education is demonstrated. The focus is on the university course “Logic and Critical Thinking”, which is presented as a laboratory of rationality for the formation of rationality skills. By detailing the course, the idea of logic as a necessary foundation for the formation of a critical culture of thought is defended. It is concluded that the results of the study of the practice of implementing this course show an increase in the quality of thinking in general and critical thinking in particular.

Deepening critical thinking skills through civic engagement in Malaysian higher education

2016 ◽  
Vol 22 ◽  
pp. 121-128 ◽  
Author(s):  
Seyedali Ahrari ◽  
Bahaman Abu Samah ◽  
Md Salleh Hj Bin Hassan ◽  
Nor Wahiza Abdul Wahat ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Thinking Skills ◽  
Critical Thinking Skills

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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