Critical Thinking and the Socratic Method

2022 ◽  
pp. 22-40
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Confidence Level ◽  
Socratic Method ◽  
Complex Problems ◽  
Computer Based ◽  
Problem Solvers ◽  
Combine Evidence

This chapter starts by answering the question, “What is critical thinking?” As it turns out, not everyone agrees on what critical thinking is. Nevertheless, researchers agree that critical thinking allows many people to reason together for solutions to complex problems. Also, in this chapter, the authors look at how computing capabilities enhance Socratic problem solving. A computer-based Socratic problem-solving system can keep problem solvers on track, document the outcome of a problem-solving session, and share those results with participants and a larger audience. In addition, Socrates DigitalTM can also help problem solvers combine evidence about their quality of reasoning for individual problem-solving steps and the overall confidence level for the solution.

Visualizing complexity

2004 ◽  
Vol 12 (2) ◽  
pp. 141-151 ◽  
Author(s):  
Barbara Mirel ◽  
Leif Allmendinger
Keyword(s):  
Problem Solving ◽  
Software Development ◽  
Sense Making ◽  
Complex Problems ◽  
Development Teams ◽  
Software Development Teams ◽  
Problem Solvers

In this paper, we look at experienced problem solvers who are experts in their own domains and who visually model the processes people use when they solve complex problems. Our hope is that improved problem models can inform software development teams and lead to better problem solving software. We discuss what to model – the interdependent data ordeals, wayfinding, and sense-making activities that make up patterns of inquiry. We propose a model, which describes how experts explore problem landscapes, putting information and their own conclusions together in different ways in order to satisfy contending goals and agendas.

scholarly journals The Development Higher Order Thinking Skill (Hots) As Questions In Chemistry Study (Solubility And Solubility Product Constant)

2021 ◽  
Vol 9 (1) ◽  
pp. 51
Author(s):  
Faucut Sarah ◽  
Ibnu Khaldun ◽  
Abdul Gani
Keyword(s):  
Critical Thinking ◽  
Solubility Product ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Teachers And Students ◽  
Computer Based ◽  
Solubility Product Constant

The significance of critical thinking as one of the 21st  century skills makes the Indonesian Ministry of  Education  and  Culture  integrate  Higher  Order Thinking  Skill  (HOTS)  in the  latest national curriculum. Students critical thinking skills to working on HOTS assessment are fundamental, especially in learning chemistry lessons. The research purpose is to analyze the quality of HOTS chemistry questions/ assessment and to observe the teachers and students responses to computer-based test instruments developed using Wondershare Quiz Maker Software (WQM). The research method used Research And Development (R & D) Borg & Gall model. The sample was determined by Random Sampling Technique in total 104 students from several high school in Banda Aceh, it is SMAN 4, SMAN 5, SMAN 8 and SMAN 11. The data analysis technique was through calculating the percentage score of the assessment quality and analyzing the question items quantitatively such as validity, reliability, difficulty level of the questions, differential question power tests and distracting question power using proanaltes. The results showed that the quality of HOTS in chemical questions tested (for the solubility subject and the solubility product constant in terms of qualitative analysis of the items) in the validation test gained average score, it is 98.1%, means the items are qualified categories. In terms of quantitative analysis question items, it reached 95% valid and 5% invalid and the reliability test score was 0.740, are in high category. The questions difficulty covers 95% medium and 5% are in difficult level. The questions differential power for each category is 65% good, 30% medium and 5% less. The teachers and students response to the development of the computer-based HOTS test instrument using WQM software was positive and show good result. The teacher response positively on score strongly agreed was 83.3% and agreed 16.7%, while the students response on score strongly agreed was 27.2% and 63.3% agreed. The research conclusion there is significant  students critical thinking skills improved  (in learning the solubility and the solubility product constant chapter) by using HOTS assessment using Wondershare Quiz Maker software.

CO-OPERATIVE LEARNING : AN EFFICIENT TECHNIQUE TO CONVERT STUDENTS INTO ACTIVE LEARNERS IN CLASSROOMS

2016 ◽  
pp. 21-33
Author(s):  
Madhu Gupta ◽  
Pooja Pasrija
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Mental Skills ◽  
Participatory Learning ◽  
The World ◽  
Pupil Achievement ◽  
The Mind

This paper discusses the need of co-operative learning in Indian classrooms in order to promote active participation of all students in the classroom. In order to prepare the students for life and higher education, the gaining and improvement of important mental skills such as the effective usage of the mind, critical thinking, and problem solving are necessary so that they can face the challenges of life actively. In recent years, teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested a shift from teacher-centred instruction towards more active participatory learning methods as one way to improve the quality of the learning process. The search on co-operative learning is overwhelmingly positive, and the co-operative approaches are appropriate for all curriculum areas. The present paper reflects that co-operative learning makes teaching–learning more satisfying, momentous, enjoyable and effective.

The Road Ahead

2022 ◽  
pp. 255-272
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
The Road ◽  
Problem Solving Process ◽  
Problem Solvers

This chapter notes that most discussions around critical thinking and Socratic problem solving before this book was published described interactions between humans. However, as shown in this chapter, computers can not only automate the Socratic problem-solving process but can enhance its advantages for individuals, teams, and organizations in ways that only a computer can do. This chapter looks at eight ways that Socrates DigitalTM can be enhanced to create better solutions for problem solvers in less time.

Problem-Solving With Data and Information

2022 ◽  
pp. 1-21
Keyword(s):  
Problem Solving ◽  
Breakthrough Technology ◽  
Computer Based ◽  
Problem Solvers ◽  
The Right

This chapter begins by looking at how humans learn and solve problems with data and information. However, the authors note that the actual steps for problem-solving remain a mystery to most problem solvers. They also look at learning and problem solving with technology in this chapter. This chapter also presents digital advisors as a breakthrough technology for assisting humans in problem solving. While promising, this approach relies on humans to ask the right questions. At the end of this chapter, the authors saw that computer-based Socratic problem solving addresses this shortcoming by guiding the user through all the “right” questions needing answers to solve the problem at hand.

Online Learning with the Use of WebVT Vista

2010 ◽  
pp. 738-745
Author(s):  
Alina M. Zapalska ◽  
Dallas Brozik
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Assessment Tool ◽  
Oral Communication ◽  
Educational Systems ◽  
Analytical Skills ◽  
Marshall University ◽  
Almost All

The primary goal of this chapter is to offer reflections on various aspects of the use of WebCT Vista in onlinebusiness education at Marshall University, Huntington, West Virginia, U.S.A.. The chapter argues that with theproper systems in place, including adequate technology and support and the cooperation of educational administrators, WebCT Vista can augment current educational systems in remarkable ways. The chapter also argues that the use of WebCT strongly contributes to theeffectiveness of distance learning by improving the quality of students’ learning in the areas: of critical thinking; problem solving, decision-making, attention to detail, written communications, and organizational and analytical skills. The assessment tool presented in this chapter wasused to obtain students’ feedback concerning their learningoutcomes with and without the use of WebCT Vista. In general, most students positively evaluated the effect of WebCT Vista on their learning within areas such as critical thinking, problem solving, decision-making ability, oral communication, written communication, knowledge of information, and the ability to organize and analyze. As theresults of the above analysis indicate, almost all students benefited from using WebCT.

scholarly journals Deep Flow: Scientific Schema for Complex Problem Solving

2020 ◽  
Author(s):  
Divya Sethi
Keyword(s):  
Problem Solving ◽  
Ad Hoc ◽  
Complete Solution ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Complex Problems ◽  
Problem Solvers ◽  
Information Streams ◽  
Intuitive Sense ◽  
At Will

Complex problem solvers are occasionally able to solve the problem by framing the problem properly and by engaging deeply to solve them. But there are times when the solvers experience an impasse and the problem just can’t be solved. We propose this as a pivoting point in complex problem solving, which requires the solver to, counter-intuitively, detach from the problem (instead of spending more effort in framing the problem and/or focusing on solving it). This disengagement prepares the ground for willful synthesis of both processed and unprocessed information streams – either automatically or through an interactive process. The outcome of synthesis is an aggregated solution which transcends the impasse and enables the solver to find an innovative and complete solution. This is often accompanied with a feeling of attunement, an intuitive sense of completeness. While it is possible to solve complex problems in an ad-hoc way, we outline a scientifically underpinned schema that governs this process. This process, which we refer to as Deep Flow, has four steps: (1) Frame, (2) Engage, (3) Disengage and (4) Synthesize. Deep Flow culminates in a feeling of attunement and creates positive affect. As solvers intentionally engage with Deep Flow, they can invoke the necessary steps at will. It empowers solvers to solve complex complex problems efficiently; also, the sense of attunement inspires them to tackle more complex problems in a comprehensive manner.

scholarly journals KEMAMPUAN MAHASISWA PENDIDIKAN MATEMATIKA DALAM MEMECAHKAN MASALAH DI AWAL DAN AKHIR SEMESTER PERTAMA

2017 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Confidence Level ◽  
Average Score ◽  
Research Subjects ◽  
Central Kalimantan ◽  
First Semester ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Problem Solvers ◽  
Academic Year

Problem solving ability is main goal of students in learning mathematics. Lectures should be able to improve the ability. This reasearch aimed to describe ability ofstudents at the beginning and end of first semester academic year 2016/2017 in solving mathematical problems. The research subjects were 71 students of mathematicseducation program class of 2016 from one of the universities in Central Kalimantan, Indonesia. At the beginning and the end of first semester, each subject was given sixmathematical problems. The problems at the beginning and the end of semester were similar only differently in numbers. The result showed that average score of the students at the beginning and the end of first semester were 7.97 and 9.18 (scale 0 - 24), respectively. The scores increased significantly with a 95% confidence level. Theincreasng caused 8.4% of the students who were classified as naive problem solvers increased their ability becomed routine problem solvers. No students have improved their ability becomed good problem solvers.

scholarly journals Latin American Philosophers: Some Recent Challenges to Their Intellectual Character

2016 ◽  
Vol 36 (2) ◽  
pp. 121
Author(s):  
Susana Nuccetelli
Keyword(s):  
Latin America ◽  
Critical Thinking ◽  
Problem Solving ◽  
Latin American ◽  
Significant Role ◽  
Philosophical Thinking ◽  
Intellectual Character

For Latin American philosophers, the quality of their own philosophy is a recurrent issue. Why hasn’t it produced any internationally recognized figure, tradition, or movement? Why is it mostly unknown inside and outside Latin America? Although skeptical answers to these questions are not new, they have recently shifted to some critical-thinking competences and dispositions deemed necessary for successful philosophical theorizing. Latin American philosophers are said to lack, for example, originality in problem-solving, problem-making, argumentation, and to some extent, interpretation. Or does the problem arise from their vices of “arrogant reasoning?” On my view, all of these answers are incomplete, and some even self-defeating. Yet they cast some light on complex, critical-thinking virtues and vices that play a significant role in philosophical thinking.

scholarly journals Developing the student worksheet with problem-solving approach to improve critical thinking skills and the concept understanding of physics

2019 ◽  
pp. 32-41
Author(s):  
Eli Trisnowati ◽  
Yosaphat Sumardi
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Concept Understanding ◽  
Optical Instruments ◽  
Peer Reviewers

The study aimed to investigate the quality of the developed student worksheet with a problem-solving approach in line to the determined criteria and the improvement of students’ critical thinking skills and the conceptual understanding of physics by implementing the student’s worksheet. This study was a research and development study by applying the development model by Borg & Gall. The try out subjects of validation product were students of grades X and XI of MAN (Islamic High School) Yogyakarta III. The data collection techniques used validation sheets, observation sheets, evaluation sheets of student’s worksheet, and tests. The product of this research was student’s worksheet with a problem-solving approach on the topic of optical instruments for grade X of senior high school. The evaluation of student’s worksheet by experts, teachers, peer reviewers, and students are at the best categories for learning, construct, and technical aspects. The gained standard score of students’ conceptual understanding and students’ critical thinking skills for grade X who learned through student’s worksheet with a problem-solving approach, called treatment class, were higher than students who learned without student’s worksheet with a problem-solving approach, called control class.

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