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 The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

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.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

Outcomes of ADN-BSN Partnerships to Increase Baccalaureate Prepared Nurses

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Mary H Sizemore ◽  
Leslie K. Robbins ◽  
Mary M Hoke ◽  
Diane M Billings
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Associate Degree ◽  
Professional Socialization ◽  
Interactive Television ◽  
Program Planning ◽  
Thinking Skills ◽  
Care Quality ◽  
Critical Thinking Skills ◽  
Thinking Disposition

The limited supply of BSN nurses hinders efforts to increase patient care quality and address health disparities. In largely rural and economically disadvantaged areas, associate degree prepared nurses provide the majority of nursing services. To address a statewide need, a BSN Program and 3 ADN Programs formed a partnership to take BSN education to rural and medically underserved areas. This article describes the program planning, implementation, and evaluation using an adapted assessment framework with partnership principles as its foundation. Interactive television, internet education components, local clinical experiences, and distant nursing faculty liaisons were used. The nursing course sequence was completed by 101 of 102 students. Hall's Professionalism Scale, the California Critical Thinking Disposition Inventory, and the California Critical Thinking Skills Test measured the increases found in professional socialization and critical thinking. Use of the adapted theoretical framework represented a strategic approach to developing a distance delivered nursing education program.

scholarly journals The effects of critical thinking instruction through asynchronous learning tools on writing

2020 ◽  
Vol 5 (2) ◽  
pp. 176
Author(s):  
Sibel Ayg�n ◽  
Fatih Yavuz
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Asynchronous Learning ◽  
Control Group ◽  
Learning Tools ◽  
Before And After ◽  
Students Attitudes ◽  
Thinking Disposition ◽  
Experimental Group

In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

scholarly journals Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Masoud Ali Karami ◽  
Abdulhussein Shakurnia
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Faculty Members ◽  
Academic Rank ◽  
Medical Sciences ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
The Mean ◽  
Thinking Disposition

Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.

scholarly journals Pre-Service Teachers’ Attitudes towards English Courses and Their Critical Thinking Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 46
Author(s):  
Muzaffer Barın
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Critical Thinking Skills ◽  
English Classes ◽  
Teachers Attitudes ◽  
Thinking Disposition ◽  
The Relationship

The aim of the current research is to reveal the relationship between pre-service teachers’ attitudes towardscompulsory English courses and their critical thinking skills. The study also investigates the effect of the participants’age, gender and department on their attitudes towards compulsory English courses and their critical thinking skills.California Critical Thinking Disposition Inventory (CCTDI) and Attitude Scale towards English Classes (ASTEC)were used as data collection instruments. 159 pre-service teachers from different departments of a public university’sfaculty of education. The results showed that there is no significant relationship between the participants’ age, genderand department and their CCTDI and ASTEC scores. According to the correlational analyses, it is found that there isno correlation between CCTDI and ASTEC scores of the participants. The results have been discussed under the lightof relevant literature and implications are presented for further research and pedagogy.

An Introduction

2021 ◽  
pp. 1-14
Author(s):  
Verna Knight ◽  
Sandra P.A. Robinson
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Teacher Educators ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Global Context ◽  
Effective Delivery ◽  
Empowering Teachers ◽  
Education Today

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.

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.

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