scholarly journals Preparing English Department Students for Industry 4.0 Era through Critical Thinking Skills Development

2020 ◽  
Author(s):  
Rolisda Yosintha ◽  
Taufik Arochman
Keyword(s):  
Critical Thinking ◽  
Industry 4.0 ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
English Department

scholarly journals Critical Thinking Skills Development: Secondary School Science Teachers’ Perceptions and Practices

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 21-30
Author(s):  
Muhammad Jamil ◽  
Dr. Yaar Muhammad ◽  
Dr. Naima Qureshi
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Education Policy ◽  
Science Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Classroom Observations ◽  
Second Phase ◽  
Policy Documents

This multiple case study aimed to develop an understanding of science teachers’ interpretations and enacted practices about policy documents’ recommendations for developing critical thinking skills among secondary students in public schools. Four public secondary schools were selected through the purposive sampling technique. Data were collected in three different phases. First, four education policy documents, including National Education Policy (2009) and National Curriculum for Physics, Chemistry, and Biology Grades IX-X (2006), were analyzed. In the second phase, 12 science teachers from four public schools (3 from each school teaching Physics, Chemistry, and Biology) were interviewed. Besides, these 12 science teachers were observed (every six times) while teaching in a real-life context through video-recorded classroom observations and reflective field notes. With the facilitation of NVivo 11, qualitative content analysis was used to analyze the data obtained from all sources. The findings revealed that critical thinking was emphasized in all policy documents, and different pedagogical practices for developing critical thinking were suggested to be used in science classrooms. Analysis of interview data revealed that teachers had some awareness about critical thinking. Furthermore, the classroom observations revealed that they were mainly using the lecture method with some other pedagogies without focusing on critical thinking. A top-down change is also recommended for the implementation of the policies. The assessment system might also be revised, focusing on critical thinking skills development.

scholarly journals CRITICAL THINKING SKILLS DEVELOPMENT IN THE PROCESS OF COMMUNICATIVE COMPETENCE FORMATION WHILE TRAINING MANAGEMENT PERSONNEL AND GOVERNMENT OFFICIALS FOR A MASTER`S DEGREE

2020 ◽  
Vol 1 (3) ◽  
pp. 20-27
Author(s):  
Котова Нина Сергеевна ◽  
◽  
Гельпей Елена Александровна ◽  
Котов Григорий Сергеевич ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Government Officials ◽  
Management Personnel

scholarly journals Strategy for development and assessment of critical thinking in undergraduate management and leadership education

2020 ◽  
Vol 10 (1) ◽  
pp. 54-75
Author(s):  
Alina Zapalska ◽  
Joshua Schwartz ◽  
Parish Kaleiwahea ◽  
Peter Imbriale ◽  
Ben Wroblewski
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Continuous Process ◽  
Thinking Skills ◽  
Leadership Education ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Undergraduate Program ◽  
Progressive Development ◽  
Minimal Effort

This paper illustrates a strategy for advancing and assessing critical thinking skills in an undergraduate business program. The 21st Century Bloom’s taxonomy is implemented to support the continuous and progressive development of critical thinking skills across the curriculum. The success of this strategy for critical thinking development is based on the effectiveness of sequentially designed instruction with a continuous process of assessing critical thinking skills development throughout all four years of the undergraduate program. This strategy can be implemented with minimal effort within any undergraduate program that is responsible for educating future entrepreneurs.

Dynamic Learning: Designing a Hidden Pedagogy to Enhance Critical Thinking Skills Development

2018 ◽  
Vol 4 (2) ◽  
pp. 148-156
Author(s):  
Christine Rivers ◽  
Ian Kinchin
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Business Schools ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
The Internet ◽  
Dynamic Learning ◽  
The One

Practitioners consider critical thinking skills to be vital for survival in business. Business schools should use such insight wisely by strategically embedding critical thinking skills in the curriculum at module and program levels. Practitioners even go further and say it is the one aspect that cannot be automated and probably the most valuable in functioning as an oppositional power to the “shallows of the internet.” However, we have to keep in mind that developing critical thinking skills is a learning process in itself, one that is cyclical, multilinear, and omnidirectional, and it needs to be integrated as a pedagogy, not just a learning outcome, so it can become an academic habit of mind. The article demonstrates how critical thinking can be enhanced by embedding it as a pedagogy at module level.

scholarly journals Bloom’s Taxonomy and Moroccan Children’s Vocabulary and Critical Thinking Skills Development

2019 ◽  
Author(s):  
Mounia Benjelloun ◽  
Yamina El Kirat El Allame
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Early Exposure ◽  
Bloom’S Taxonomy ◽  
Language Research

Children normally feel unable or less confident to express their ideas clearly, freely, and critically both orally and in writing when learning a language. Research has demonstrated that children’s early exposure to Bloom’s Taxonomy levels in stories has a “remarkable power” on them (Dickinson, et al. 2012) and helps develop their language and critical-thinking skills (Egan, 1997; Curtain & Dahlberg 2004). The aim of this research project is to investigate the role of Bloom’s Taxonomy in the development of the vocabulary and critical-thinking skills of young Moroccan English learners. The study adopts a qualitative approach and addresses two research questions, namely, (i) To what extent does Bloom’s Taxonomy contribute to the development of the children’s vocabulary and critical thinking skills? (ii) How can the children’s vocabulary and critical-thinking skills development be justified? The comparison and analysis of the children’s story reviews at the start and end of a term reveals significant improvement, among the Moroccan young learners, especially the average ones. They are able to use a wider range of more appropriate and accurate vocabulary and to make use of a more extended, analytical and relevant discourse. Hence, children’s early exposure to Bloom’s Taxonomy is highly recommended as it contributes to the development of their vocabulary and critical-thinking skills.

scholarly journals Design of assignments using the 21st century bloom’s revised taxonomy model for development of critical thinking skills

2018 ◽  
Vol 16 (2) ◽  
pp. 291-305
Author(s):  
Alina M. Zapalska ◽  
Miсhael D. McCarty ◽  
Kim Young-McLear ◽  
Jack White
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Business Education ◽  
Instructional Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Curriculum Materials ◽  
Skills Development ◽  
Written Assignments ◽  
Critical Thinking Pedagogy

Studies on the development of critical thinking skills with specific curriculum materials and instructional methods are few and have been highly theoretical and far removed from practical concerns and applications. This paper contributes to the existing literature on critical thinking pedagogy by providing examples of written assignments that are designed using the 21st century Bloom’s taxonomy model to contribute to critical thinking development. The step-wise development of critical thinking skills approach is provided. The paper argues that both focus on real problems and issues and provision of clear unambiguous instructions are critical fundamentals of critical thinking skills development. The paper also illustrates how to develop critical thinking assignments by providing five examples of course assignments within business education.

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