Critical Thinking in Science and Technology

2019 ◽  
pp. 177-193
Author(s):  
David Florius Samuel
Keyword(s):  
Critical Thinking ◽  
Education System ◽  
Science And Technology ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Instructional Approaches ◽  
Major Objective ◽  
Extensive Discussion ◽  
Subject Areas

From as far back as the 1980s, many researchers have cited the importance of critical thinking in the citizens of modern societies. Given this importance, the merits of including critical thinking as a major objective at various levels of the education system and in different subject areas of the school curriculum have been extensively argued. This chapter focuses on science and technology curricula and rationalizes the need for changes both in the development as well as the implementation of the curriculum to facilitate the promotion of critical thinking skills in students. There is also an extensive discussion of particular instructional approaches and strategies needed to facilitate this.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Integrating Critical Thinking Skills in Higher Education

2018 ◽  
Vol 4 (1) ◽  
pp. 65
Author(s):  
Maya Bazhouni
Keyword(s):  
Higher Education ◽  
College Students ◽  
Critical Thinking ◽  
Education System ◽  
Research Evidence ◽  
Secondary Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Institutions ◽  
Written Assignments

Critical thinking is an essential topic in the education system. Additionally, it has evolved into a buzzword in many schools and educational institutions. Over the years, researchers have attempted to define what critical thinking is all about and its significance in the education sector. Available research evidence shows that critical thinking goes beyond the memorizing of information. Instead, it requires students to carefully analyze and evaluate information and weigh the implications of their choices before making a decision. This paper aimed at exploring ways of promoting critical thinking among college students. Using an exploratory design and secondary data, the study revealed that educators have a key role to play in promoting critical thinking among learners. In particular, teachers can use questioning, proper classroom arrangement, written assignments, and classroom debates and discussions to promote critical thinking among college students.

scholarly journals Teaching Critical Thinking Skills in Sulaimani City High Schools: Challenges and Obstacles

2021 ◽  
Vol 8 (4) ◽  
pp. 212-224
Author(s):  
Azeez Raouf Abdulazeez ◽  
Sirwan Abdulkarim Ali
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Education System ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Main Question ◽  
Problem Solving Skills ◽  
Interview Method ◽  
Crucial Component

This study addresses teaching critical thinking and problem-solving skills and their impact in high schools of the Kurdistan Region. The basic definitions and strategies of these skills are presented along with different perspectives to closely examine the impacts and the challenges facing both learners and educators. Investigating the role of teachers and their views about the challenges they face is the main question of this study, explored though a semi-structured interview method. The study reveals that teaching critical thinking skills is a crucial component of our education system, and the regional stakeholders have reformed the education system in Kurdistan accordingly during the past five decades. The identified challenges are discussed in this paper to show the significance of a well-planned reformation in teaching methods to promote critical thinking skills via modern strategies and methods.

Le développement de la pensée critique des élèves : dans quelle mesure la pratique du dialogue philosophique se suffit-elle à elle-même ?

2021 ◽  
Vol 66 (3) ◽  
pp. 45-70
Author(s):  
Mathieu Gagnon ◽  
◽  
Olivier Michaud ◽  
Keyword(s):  
Critical Thinking ◽  
Qualitative Methodology ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Philosophy For Children ◽  
Philosophical Dialogue ◽  
The One

The Development of Critical Thinking in Students: to What Extent the Practice of Philosophical Dialogue is Sufficient to Itself? Among the reasons that are advanced by the advocates of philosophy for children and teenagers to include it in the school curriculum, the development of critical thinking occupies a prominent place. However, it is rarely discussed if the critical thinking skills that are developed in the philosophy classes are used in other contexts. It is this question this text wants to tackle. Firstly, we will clarify what we mean by critical thinking by presenting the main theories of this concept. We will then examine some of the results obtained in research, particularly the one of Daniel, aiming at study its development by the practice of philosophical dialogue. Finally, we will raise some issues around how a “general” form of critical thinking can be developed in this context by presenting some of the data we have collected in our research. We conclude by underlying few elements that should be taken into consideration to develop critical thinking in youth through philosophical dialogue. Keywords: Critical thinking, philosophical dialogue, qualitative methodology, philosophy for children, philosophy for teenagers

Re-Defining and Re-Designing Public Education in Pakistan

2021 ◽  
pp. 291-315
Author(s):  
Khushbakht Suhail
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Public Education ◽  
Education System ◽  
Primary Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Capital Theory ◽  
The People ◽  
Thinking Disposition

The purpose of this chapter is to offer a re-conceptualization of education in Pakistan, rooted in its unique context, that might maximize progress for the country and its citizens. Attempts at reform in the public education system of Pakistan are examined and parallels with foreign trends in reform largely driven by the popular ‘Human Capital' theory are found. This chapter identifies a form of education based in the cultural and historical legacy of the people of Pakistan, especially focused on development of critical-thinking skills of students. While it is teachers' responsibility to facilitate critical-thinking in students, they cannot do so if their own critical-thinking is not well developed. A critical-thinking disposition assessment of public primary teachers found that teachers have low scores. Therefore, this chapter concludes that the teacher-education system in Pakistan should be revamped to enhance critical-thinking of teachers as well as students. Policymakers in Pakistan are recommended to collaborate with IB for development of such a teacher-education system.

scholarly journals Evidence of Critical Thinking in High School Humanities Classrooms

2015 ◽  
pp. 26-44 ◽  
Author(s):  
David Vargas Alfonso
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Private School ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Exploratory Research ◽  
High School Curriculum ◽  
Complex Processes ◽  
Eighth Grade Students

Critical thinking skills (CTS) are a group of higher order thinking abilities related with complex processes of learning like contextualization or problem solving. This exploratory research study identified whether critical thinking skills were present in high school humanities classrooms. The study was carried out in a private school in Bogotá, Colombia through qualitative methods and content analysis. The study sought to identify CTS in students’ actual learning processes. Data collection techniques included classroom observations, document analysis and focus groups to identify skills in teachers and eighth grade students from a humanities-focused high school curriculum. Results demonstrated the presence of argumentation in written and oral classroom material. Analysis was also evidenced through questioning, inferencing and other exercises. Motivation was also an observable element, reflected in explicit expressions and gestures, and in the use of extra material in the classes.

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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