scholarly journals The Effect of Preconceived Notions and the Lack of Fundamental Skills while Taking General Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 70-76
Author(s):  
Malinda Wilson Gilmore ◽  
Dwaynia Wilkerson ◽  
Razi Hassan
Keyword(s):  
General Chemistry ◽  
Critical Thinking ◽  
Negative Attitude ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Black College ◽  
College Level ◽  
Verbal Reasoning ◽  
Bachelor Of Science ◽  
Mathematics And Science

Science, Technology, Engineering and Mathematics (STEM) are vital areas of national interest. However, there has been a gradual decline in the number of Bachelor of Science (BS) degrees issued in STEM based disciplines from United States’ colleges and universities. Research indicates too few stu- dents are equipped with the mathematical and analytical skills necessary to be successful in college level mathematics and science courses. Data indicates that millions of people are discouraged from studying mathematics and science because of false assumptions about who has the ability to master these subjects.   It has been shown that in General Chemistry courses some students perform exceptionally well, but a large number of students avoid and/or have a fear of General Chemistry, which results in a high drop/failure/ withdrawal (DFW) rate.   This is coupled with the fact that they enter college ill-prepared in mathematics and lacking analytical and verbal reasoning/critical thinking skills.  This initial negative attitude and deficiency results in a frustrating experience in General Chemistry.  It is for these reasons that a study was performed to address the overall goal of deter- mining the attitudes and identifying the foundational levels of the students from Alabama Agricultural and Mechanical University (AAMU), a Historically Black College and Univer- sity (HBCU), currently enrolled in General Chemistry and at- tempt to determine the effect on their overall success in Gen- eral Chemistry. Subsequently, it was determined that a large percentage of students believe that attitude determines their overall success, but most lack self-confidence.  In addition, some appeared college ready with respect to their mathemat- ical skills, but, they were lacking in verbal reasoning/critical thinking skills. As a result of a negative attitude and a lack of foundational skills, their grades reflected such negativity and over 50% of the students earned a grade of “C” or below. These studies revealed supportive evidence as to why there might be a decline in the number of BS graduates in STEM.

Persistent anchoring to default rates when electing 401(k) contributions

2018 ◽  
Vol 10 (1) ◽  
pp. 88-104
Author(s):  
Bryan Foltice ◽  
Priscilla A. Arling ◽  
Jill E. Kirby ◽  
Kegan Saajasto
Keyword(s):  
Critical Thinking ◽  
Financial Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
College Level ◽  
Contribution Rate ◽  
Enrollment Rate ◽  
Content Type ◽  
Default Rates ◽  
Default Rate

Purpose The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees. Design/methodology/approach The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent. Findings The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills. Originality/value Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.

scholarly journals A brief history of pharmacy admissions in North America

2019 ◽  
Vol 152 (6) ◽  
pp. 370-375
Author(s):  
Erin Davis ◽  
Richard Braha ◽  
Shannon McAlorum ◽  
Debbie Kelly
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Clinical Performance ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Measure ◽  
Grade Point ◽  
Bachelor Of Science ◽  
Multiple Mini Interview

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

scholarly journals Pengembangan Perangkat Pembelajaran Berbasis Masalah Meggunakan Media Moodle Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Pada Materi Gelombang

2018 ◽  
Vol 4 (2) ◽  
pp. 158
Author(s):  
Lovy Herayanti ◽  
Syifaul Gummah ◽  
Bq Azmi Sukroyanti ◽  
Gunawan Gunawan ◽  
Muh. Makhrus
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Physic Education ◽  
E Learning ◽  
Preliminary Study ◽  
Mathematics And Science Education ◽  
Mathematics And Science

E-learning is learning process through electronic media, especially internet. E-learning enables learners to learn or possess science no matter when and where. The goal of this study was to develop Moodle in problem-based learning in order to improve learners’ critical thinking skills. . The study was a research and development (R&D) study conducted in four stages, i.e. preliminary study, developing design, testing Moodle as media for problem-based learning, and result dissemination. Subjects of this study were students of physic education program of Faculty of Mathematics and Science Education of IKIP Mataram who enrolled in Wave course. Data on critical thinking skills is collected through tests, where tests have been validated by experts. The results of the study indicate an increase in students' critical thinking skills. Moreover, students gave positive response towards the use of Moodle developed as media in problem-based learning.

The Erosion of Critical Thinking Development in Post-Secondary Education

2015 ◽  
pp. 68-96
Author(s):  
Michael Robert Hepner
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Development Strategies ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
College Level ◽  
Post Secondary ◽  
History Of ◽  
Definition Of

A quick look at virtually any list of college-level learning outcomes will almost certainly uncover the desire to develop critical thinking skills. While prioritizing the development of critical thinking skills on campuses nationwide is a noble cause, issues quickly arise because the definition of critical thinking varies widely amongst the different disciplines, so this chapter provides a history of the idea of critical thinking in higher education, as well as various critical thinking development strategies and assessment instruments. This chapter also outlines the need for the academe to move from simply mentioning the development of critical thinking skills in various institutional documents to prioritizing such skills through the return of liberal education.

Critical Thinking Skills through Reflective Journal Writing Among Non – Science Majors: Basis for an Enhancement Guide

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Joy D. Talens
Keyword(s):  
Quality Assurance ◽  
Critical Thinking ◽  
Transformative Learning ◽  
Journal Writing ◽  
Thinking Skills ◽  
Instructional Program ◽  
Critical Thinking Skills ◽  
Total Quality ◽  
Reflective Journal ◽  
Bachelor Of Science

Physical Science involves study of non – living things. Since it is being offered among non–majors, teachers surmount challenges particularly appreciation for scientific inquiry. Likewise, De la Salle Lipa exposes students to transformative learning approach to attain its expected La Sallian Graduate Attributes and one of which is being a critical thinker. Thus, this study assessed the extent by which critical thinking skills were enhanced through reflective journal writing. Using the descriptive instructional method of research, this study used the Provus Evaluation Model in its approach to assessment of major variables concerned. Purposive sampling technique was used among 80 Second Year Bachelor of Science in Accountancy and Bachelor of Science in Legal Management who were enrolled during the second semester of School Year 2011 – 2012. Data and other information needed were gathered through questionnaires, informal interviews, observations, documentary analysis and the use of triangulation of data. Results revealed that indicators of critical thinking skills have been found to have been “enhanced to a great extent” However, in consideration of the Total Quality Assurance (TQA), it was found that gap existed between the mean assessment of the respondents and the intent of TQA. In consideration of the findings, an enhancement guide has been proposed to introduce and implement reflective journal writing among non – majors in college or universities’ quest to continuously improve instructional program and attain total quality assurance.   Keywords - reflective journal writing, critical thinking skills, total quality assurance.

Developing critical thinking skills using the Science Writing Heuristic in the chemistry laboratory

2016 ◽  
Vol 17 (1) ◽  
pp. 72-79 ◽  
Author(s):  
N. S. Stephenson ◽  
N. P. Sadler-McKnight
Keyword(s):  
General Chemistry ◽  
Critical Thinking ◽  
Traditional Approach ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Chemistry Laboratory ◽  
Science Writing ◽  
First Year ◽  
Science Writing Heuristic ◽  
Chemistry Students

The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of first year general chemistry students who were instructed using the SWH approach and first year general chemistry students who received traditional (TRAD) laboratory instruction A quasi experimental pretest–posttest design involving the use of matched groups was used to assess differences in critical thinking between the two groups. Students in the SWH group had significantly higher total critical thinking scores over their traditional counterparts. The results indicate that the SWH approach shows efficacy in improving students' critical thinking skills over the traditional approach.

Exploring Critical Thinking as an Outcome for Students Enrolled in Community Colleges

2020 ◽  
Vol 48 (3) ◽  
pp. 330-351
Author(s):  
Katrina C. Roohr ◽  
Kri Burkander
Keyword(s):  
Community College ◽  
Critical Thinking ◽  
Student Perceptions ◽  
College Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
College Level ◽  
Performance Differences ◽  
College Programs

Objective: Using data from HEIghten® Critical Thinking, a student learning outcomes assessment, the purpose of this study was to evaluate what variables are associated with higher critical thinking performance for students enrolled in various community college programs and to evaluate performance differences across demographic and college-level subgroups as well as student perceptions. Method: With data from 1,307 students enrolled across 34 U.S. and Canadian higher education institutions (72% enrolled in 2-year institutions), we utilized a hierarchical regression to identify variables associated with critical thinking performance. Critical thinking performance differences were evaluated using analyses of variance (ANOVAs) and t-tests across student demographic and college experience subgroups and across student perceptions. Results: Results of this study showed (a) consistent significant predictors associated with higher critical thinking performance; (b) a positive relationship between critical thinking performance and the frequency of using critical thinking in college courses; (c) significant, but relatively small performance differences across demographic and college experience subgroups; and (d) positive relationships between student perceptions and critical thinking performance. Conclusion: This study added to the limited literature evaluating critical thinking skills for community college students. Overall, results suggest that institutions should focus attention to the frequency at which students are using critical thinking throughout their courses, which could increase student performance in this particular area, especially if critical thinking is an explicit outcome within the course. Results also suggested the need to emphasize critical thinking skills more across various community college programs and across non-STEM-focused programs. Suggestions for future research are discussed.

Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika Terhadap Kemampuan Berpikir Kritis Matematika

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Abdul Karim
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Visual Learning ◽  
Negative Attitude ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Impact

<p>The general objective of this research is to find and analyze empirically about <br />the critical thinking skills of students towards mathematics courses in terms of students' learning styles and attitudes. Research carried out by the method exposes affordable facto population Junior High School eighth grade students Sukmajaya Depok District of the academic year 2013/2014 as much as 320 students. Large sample of 78 students, with Samling technique used simple random sampling. The results of hypothesis testing is concluded as follows: (1) critical thinking skills of mathematics students who have a kinesthetic learning style (?B3 = 68.69) was higher than the average of critical thinking skills of students who have a visual learning style (?B1 = 62.38) and auditory (?B2 = <br />67.08). (2) critical thinking skills of students who have a positive attitude in math (?A1 = 68.62) was higher than the mean of the critical thinking skills of students who have a negative attitude on the math (?A2 = 63.49). (3) There is no interaction between students' learning styles and attitudes in mathematics on the ability to think critically. Students as individuals have all three learning styles are mutually supportive even though there is a tendency in one type, therefore, students are expected to combine all three learning styles <br />so that the impact will improve critical thinking skills. </p>

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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