scholarly journals Dimensions of critical thinking in workplace management & personal development: a conceptual analysis

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Mitashree Tripathy
Keyword(s):  
Critical Thinking ◽  
Personal Growth ◽  
Personal Development ◽  
Conceptual Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Business World ◽  
Job Roles ◽  
Hard Time ◽  
The One

<p>Globalization has caused a massive impact in the speed and nature of business all around the world. Workplace setups have grown extremely complicated and job roles have become complex. Employees suffer a hard time at workplaces as communication patterns have become increasingly intricate. Decisions made by others are no more relied on and problems have turned more crucial than ever. Judgements are expected to be drawn faster and communication crystal clear. In such a rapidly moving business world, employees are provided with only limited space and opportunities for personal growth and development. In short, the exit gate remains open for the one who does not prove to be befitting each of the complexities in business world. At this expository point, employees are required to view different problems differently and create variable approaches towards finding the solutions of the problems. The need of such powerful skill set is required not only to create a powerful vision at the workplace but also to develop other sub skills set in oneself. This paper studies on developing critical thinking skills to make careful judgements, make proper decisions, solve complex problems and wipe out the basic inability to communicate appropriately especially at workplaces. This paper provides ways to foster better workplace management and personal development especially for the employees at workplaces through critical thinking. </p>

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

Using Debate to Enhance Critical Thinking in the Accounting Classroom: The Sarbanes-Oxley Act and U.S. Tax Policy

2010 ◽  
Vol 25 (4) ◽  
pp. 655-675 ◽  
Author(s):  
Julia M. Camp ◽  
Anne L. Schnader
Keyword(s):  
Critical Thinking ◽  
Tax Policy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Business World ◽  
Pedagogical Tool ◽  
Extant Literature ◽  
Sarbanes Oxley

ABSTRACT: While critical thinking is necessary for accountants in today’s business world, cultivating students’ critical thinking skills in an accounting classroom can be a challenge. The extant literature suggests that debate is a well-established pedagogical tool for enhancing student critical thinking skills, yet debate is not often used effectively in accounting classrooms. We provide suggestions for developing debates for use in the accounting classroom and two examples of debates used by the authors. The first requires students to argue for or against the extension of tax provisions currently being deliberated by Congress. The second requires students to examine the provisions of Sarbanes-Oxley and propose amendments to the bill.

scholarly journals A Course in Critical Thinking for PhD Students in Biomolecular Sciences and Biotechnology: Classical Experiments in Biochemistry

2016 ◽  
Vol 6 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Carlos B. Hirschberg
Keyword(s):  
Critical Thinking ◽  
Student Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Scientific Problem ◽  
Interactive Environment ◽  
Key Topics ◽  
The One ◽  
Phd Thesis

This essay presents and discusses an eight-session seminar course designed to develop critical thinking skills in doctoral biochemistry students by exposing them to classical experiments in biochemistry. During each 2.5 session, different key topics of the discovery and development of biochemical concepts are discussed. Before each session, students are required to read the one or two classical papers. The size of the seminar course and the seating of the students are critical to make this a highly interactive environment for all students to participate in the critique and re-designing of key experiments, including control experiments, which helped formulate these classical concepts. Final student evaluation of the course’s goals has two equal components: Course participation and a final take home exam due two weeks after the course is completed. Together with the take home exam students are also required to write an evaluation of the course, preferably no longer than half a page. Students’ comments of the course have been uniformly positive. The author notes the sooner students are exposed to this manner of thinking, the better they will be equipped to choose an appropriate mentor and contribute creatively to attempt to solve the scientific problem of their PhD thesis.

scholarly journals PENERAPAN PERANGKAT PEMBELAJARAN IPA DENGAN PENDEKATAN SCIENTIFIC PADA POKOK BAHASAN PENCEMARAN LINGKUNGAN UNTUK MELATIHKAN THINKING SKILLS SISWA MI DI LAMONGAN

2020 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Ummu Khairiyah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Scientific Approach ◽  
The One

This study aims to determine students' thinking skills (critical thinking skills) after using learning tools with a scientific approach. This study was carried out on 12 students SDN Tenggerejo 2 Kedungpring Lamongan. technique of collecting data by providing pretest and posttest questions. This study usesthe design of the one group pretest posttest. The results show that there is an increase in students' critical thinking skills after learning with a scientific approach

scholarly journals BUILDING CRITICAL THINKING SKILLS THROUGH LITERARY TEXTS IN EFL CLASSES

2021 ◽  
pp. 13-23
Author(s):  
Viktoriia Osidak ◽  
Nataliia Nesterenko
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Cognitive Processes ◽  
Personal Growth ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Literary Text ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Practical Implementation

Background: The chapter argues that building critical thinking skills and enhancing students’ cognitive processes has become a primary goal of teaching in secondary schools. It is generally agreed that the relationship between learning and reading literature has always been very close. Also, literature is widely recognised as an effective, motivating and enjoyable facilitator for work on critical thinking skills through challenging students’ cognitive processes by means of comparing and contrasting of and differentiating between the specific events of the plot, analysing main characters, interpreting the meaning created by the author’s choice of words etc. For these reasons this chapter investigates the efficacy of literary texts in building critical thinking skills in secondary schools. Purpose: The main focus of the chapter was on designing effective and feasible critical thinking model of teaching instruction that incorporates literary text in EFL classroom to stimulate students’ cognitive processes. Results: Many methods have been suggested to teaching reading literary texts. For the purpose of this study the authors adopted personal growth model developed by Lindsay Clanfield. The model draws heavily on learners’ involvement in reading with the aim of explaining the implied message of the literary text through employing crucial critical thinking skills such as problem solving, decision making, interpretation, logical reasoning, and metacognition. The critical thinking model consists of the three stages defined as “challenge – comprehension – reflection”. Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes. For example, to complete activities of the ‘challenge’ stage students rely heavily on their knowledge; cognitive levels of comprehension, application and synthesis are essential at the ‘comprehension’ stage; finally, at the ‘reflection’ stage students are involved in evaluation ideas of moral and social aspects discussed in the text and appraising of their acquired experience. Drawing on this conclusion, the article presents a practical implementation of the model with the focus on cognitive processes and development of critical thinking skills in teaching English through literary texts. Discussion: In further research, it is necessary to experimentally verify the effectiveness of the critical thinking model in building critical thinking skills through literary texts in EFL classes.

scholarly journals Examining the effect of lab instructions on students' critical thinking during a chemical inquiry practical

2020 ◽  
Vol 21 (4) ◽  
pp. 1173-1182
Author(s):  
Marion E. van Brederode ◽  
Sebastiaan A. Zoon ◽  
Martijn Meeter
Keyword(s):  
Critical Thinking ◽  
Educational Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Substitution Reactions ◽  
Senior Year ◽  
Laboratory Activities ◽  
Molecular Reaction ◽  
The One ◽  
Paved Road

Developing students’ critical thinking skills is often seen as an important educational goal for inquiry assignments. In this study, we investigated to what extent pre-laboratory activities of a chemical inquiry assignment influence students' independent critical thinking. We compared two forms of pre-laboratory activities that are frequently used in educational practice to prepare students for their inquiry assignments: on the one hand paved road pre-laboratory activities that lead students with sensemaking preparatory questions and on the other, critical-thinking pre-laboratory activities in which students start with the development of an experiment plan using provided information and criteria for a good experimental design. We conducted this study two years in succession in senior year Dutch high school chemistry classes during an inquiry assignment that involved the study of the relation between reaction kinetics and molecular reaction mechanisms of organic nucleophilic substitution reactions (SN1/SN2). We focused on aspects associated with critical thinking, such as the desire to understand what is observed and to be able to adjust an existing method or model on the basis of experimental data. The results show that the design of pre-laboratory activities strongly influence the critical thinking exhibited by students during their inquiry activities, whereby students who perform critical thinking pre-laboratory activities are more motivated to think more deeply about the meaning of their measurements than students that perform paved road pre-laboratory activities.

scholarly journals TRAINING THE CRITICAL THINKING SKILLS OF STUDENTS USING THE PROBLEM SOLVING LEARNING MODEL IN CHEMICAL EQUILIBRIUM

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Melysa Pramitha Rosa ◽  
Utiya Azizah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Chemical Equilibrium ◽  
Design Method ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
The One

 The purpose of its research for  train students' critical thinking with problem solving learning models of equilibrium theory. The research was conducted in XI MIPA 1 class at SMA Negeri 14 Surabaya using the One Group Pretest Posttest Design method. The results obtained in this study were the teacher's implementation of the syntax in accordance with the problem solving learning model obtained by a percentage of ≥61% at each meeting. The student's relevant activity reaches a percentage of 82.78% for meeting 1; 84.44% for meeting 2, and 85% for meeting 3. At the time of the critical assessment of the 4 indicators drilled namely, interpretation, analysis, inference, and increasing understanding of 93.49% respectively; 82.87%; 88.90%; 85.42%. On the learning outcomes of students in the realm of knowledge by 92%. This shows the application of effective problem solving learning models in learning chemical equilibrium in training critical thinking skills. 

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 Teaching “format as a process” in an era of Web-scale discovery

2015 ◽  
Vol 43 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Kevin Patrick Seeber
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Academic Librarians ◽  
Online Searching ◽  
Content Type ◽  
Research Libraries ◽  
The One

Purpose – This paper aims to present academic librarians with a framework for teaching and assessing information literacy in response to advancements in online discovery. Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students use critical thinking to evaluate sources. Design/methodology/approach – This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address Web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings – Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications – These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value – The literature surrounding instruction of Web-scale discovery is still limited, and does not incorporate the threshold concepts provided in Association of College and Research Libraries Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed.

scholarly journals PENGARUH PENERAPAN PENDEKATAN KONTEKSTUAL TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Usep Suwanjal
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Contextual Approach ◽  
Equivalent Control ◽  
Sample Technique ◽  
Class Viii ◽  
The One

Critical thinking skills of mathematics mastered by students is very important, especially in the competition of globalitation era. An approach that can improve both of them is contextual approach in learning. This research aims are to determine: The Improvement of students' critical thinking skills between the class which used contextual approach in learning and the one which used conventional learning. Quasi-experiment methods was used in the research  and the design was "pretest-posttest non equivalent control group". Population of this research was the students of SMP Negeri 3 Menggala and class VIII C and VIII D as the research sample, technique of samples used purposive sampling. Data collected by the instrument test critical thinking of mathematics. The improvement of critical thinking skills data analysed by using the t- test. The findings of this study indicated:  The Improvement of students' critical thinking skills between the class which used contextual approach in learning was better than which used conventional learning. In table t-test indicated sig < α is 0.001 < 0.05Keywords : contextual approach, critical thinking skills of mathematics

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