Investigating Changing In Social Studies Textbooks of Public Review (Basic Fourth and Fifth) Based on the Emphasis on Critical Thinking Skills Facione in the Last Three Decades

This study investigated the changes in public school social studies textbooks in general period of Iran (fourth and fifth grades) based on the emphasis on Facione critical thinking skills in the past three decades. In this study, content analysis of qualitative and quantitative methods was used to evaluate changes in textbook. For this purpose, the unit of analysis was sentence.Due to the limited population that includes all social studies textbooks from the years 1984-1985 to 2014-2015of fourth and fifth grades (a total of 9 books) sampling and sample of the population selected for the study had not been made. The data gathering instruments were self-made content analysis checklist based on Facione elements and validity was determined by experts of education science. As well as the reliability of the instrument was calculated by the Ali Delaware formula showed 85% agreement coefficient.Overall, findings indicate that the social studies books in fourth and fifth grades of primary school, in terms of attention to other critical thinking skills were written in the last three decades is very weak. 90 new books written especially given the changes in the national curriculum document and document fundamental change was not anticipated and expected. Meanwhile fifth grade social studies book in terms of attention to other critical thinking skills (0%) compared to the fourth grade social studies books had poorer conditions.

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Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability

Sustainability ◽

10.3390/su10103366 ◽

2018 ◽

Vol 10 (10) ◽

pp. 3366 ◽

Cited By ~ 17

Author(s):

Zuzana Straková ◽

Ivana Cimermanová

Keyword(s):

Sustainable Development ◽

Content Analysis ◽

Critical Thinking ◽

Student Teachers ◽

Quantitative Methods ◽

Positive Impact ◽

Thinking Skills ◽

Education For Sustainable Development ◽

Initial Training ◽

Qualitative And Quantitative Methods

Education for sustainable development has been addressed by professionals, authorities, and a number of research studies in the last decades, and yet the results are not clearly visible. Teachers as agents of a new mindset do not seem to understand the ways of approaching raising awareness of the issues of global challenges. This study investigated the possibility of raising the extent of applying critical thinking to the problem-solving issues of a group of student teachers in their initial training. The sample consisted of 48 student teachers. Both qualitative and quantitative methods were used: namely, a questionnaire, content analysis, and focus group interviews. An archive of the students’ materials was also used for content analysis. In the data analysis, inter-rater reliability, as well as parametric (t-test) and non-parametric tests (Mann–Whitney U test) were applied. The results of the study provide evidence of the positive impact of the use of case studies in teaching pre-service teachers on the development of their critical thinking skills. It can be concluded that it should not be taken for granted that teachers automatically know how to develop the competencies that are necessary for sustainable development (SD). Instead, teacher education institutions need to incorporate thorough training that focusses on education for sustainable development (ESD) into the entire teacher programme in order to make sure that the teachers leave their initial training well prepared for guaranteeing Sustainable Development Goals (SDGs).

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Critical Thinking Skills Based–Physical Activities Learning Model for Early Childhood

The Journal of Social Sciences Research ◽

10.32861/jssr.53.738.755 ◽

2019 ◽

pp. 738-755

Author(s):

Wujiati Wujiati ◽

Toho Cholik Mutohir ◽

Nining W. Kusnanik ◽

Zukhairina Zukhairina ◽

Sri Hidayati Sri Hidayati ◽

...

Keyword(s):

Early Childhood ◽

Critical Thinking ◽

Quantitative Methods ◽

Thinking Skills ◽

Learning Model ◽

Vital Role ◽

Physical Activities ◽

Critical Thinking Skills ◽

Qualitative And Quantitative Methods ◽

Learning Principles

This research aimed to develop a physical activities learning model (MPAF) based on critical thinking skills (CTS) among children aged 5 to 6 years old and to evaluate its validity, practicality or commitment, and effectiveness in implementing the CTS based –MPAF among those children. The data were collected from 14 students of TK (Kindergarten) Negeri Pembina Surabaya through both qualitative and quantitative methods. The finding revealed that teachers played a vital role in learning process and could be confirmed by a successful achievement of valid, practical and effective critical thinking according to the determined standards. Conclusion: CTS based – MPAF can successfully work if the teachers precisely realize the learning principles in early childhood education and CTS based – syntax referred to available references.

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مستوى مهارات التفكير الناقد لدى معلمي الدراسات الاجتماعية بمرحلة التعليم الأساسي في سلطنة عمان = The Level of Critical Thinking Skills among Social Studies Teachers in the Basic Education Stage in the Sultanate of Oman

مجلة جامعة القدس المفتوحة للأبحاث و الدراسات التربوية و النفسية ◽

10.12816/0027779 ◽

2016 ◽

Vol 4 (14) ◽

pp. 403-433

Author(s):

سعود بن سليمان بن مطر النبهاني

Keyword(s):

Critical Thinking ◽

Social Studies ◽

Basic Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Social Studies Teachers ◽

Sultanate Of Oman

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PENERAPAN MODEL INKUIRI SOSIAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA CALON GURU SD

Didaktik : Jurnal Ilmiah PGSD STKIP Subang ◽

10.36989/didaktik.v6i2.148 ◽

2020 ◽

Vol 6 (2) ◽

pp. 244-254

Author(s):

Deasy Rahmawati ◽

Ike Annita

Keyword(s):

Critical Thinking ◽

Social Studies ◽

Inquiry Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Study Program ◽

Social Inquiry ◽

The Social

ABSTRACT This aims of this study is to comprehend the increase in the critical thinking skills of PGSD students through the implementation of social inquiry models in elementary social studies education courses. The population of this study were all 3rd semester students of the PGSD FKIP Unla study program. Sampling was carried out by using saturated sampling technique, where all members of the population were sampled, class A01 as a control class that applied conventional learning and class A02 as an experimental class that was treated with social inquiry learning models. The data in this study were obtained through the results of the pretest and posttest using the critical thinking essay test instrument. The results of this study indicate that there are differences in the increase in the critical thinking skills of PGSD students in the SD social studies course after the social inquiry learning model is applied. Beside that, the critical thinking skills of PGSD students in the Elementary Social Sciences Education course after applying the social inquiry learning model are better than the control class using conventional learning methods. ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis mahasiswa PGSD melalui penerapan model inkuiri sosial dalam mata kuliah pendidikan IPS SD. Populasi dalam penelitian ini adalah seluruh mahasiswa semester 3 program studi PGSD FKIP Unla. Penarikan sampel dilakukan dengan teknik sampling jenuh, dimana seluruh anggota populasi dijadikan sampel, yaitu kelas A01 dijadikan kelas kontrol yang menerapkan pembelajaran konvensional dan kelas A02 dijadikan kelas eksperimen yang mendapatkan perlakuan model pembelajaran inkuiri sosial. Data yang dalam penelitian ini diperoleh melalui hasil pretes dan postes dengan menggunakan instrumen tes uraian berpikir kritis. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model pembelajaran inkuiri sosial. Selain itu, kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model pembelajaran inkuiri sosial lebih baik daripada kelas kontrol yang menggunakan metode pembelajaran konvensional.

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Digital Storytelling to Enhance Social Studies Content Knowledge, Explore Multiple Perspectives, and Advocate for Social Justice

Advances in Early Childhood and K-12 Education - Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education ◽

10.4018/978-1-7998-5770-9.ch012 ◽

2021 ◽

pp. 235-256

Author(s):

Lindsay Yearta ◽

Katie Kelly

Keyword(s):

Social Justice ◽

Critical Thinking ◽

Social Studies ◽

Digital Storytelling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Integrative Approach ◽

Multiple Perspectives ◽

Counter Narratives ◽

Historical Accounts

In this chapter, the authors discuss how digital storytelling expands traditional storytelling options to serve as an integrative approach to (1) deepen student understanding of social studies content, (2) learn history through multiple perspectives, and (3) seek social justice through civics engagement. Most stories told about our history tend to focus on the dominant narrative which portrays an inaccurate depiction of events and individuals. When students move beyond the “single story” of the dominant narrative to explore multiple perspectives, voices, and historical accounts through counter narratives, they develop essential critical thinking skills to help them not only deepen their understanding of content in social studies but to encourage them to actively engage as democratic citizens seeking social justice for a better world.

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STEAM PRACTICES IN CHEMISTRY EDUCATION

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/19.16.32 ◽

2019 ◽

Vol 16 (1) ◽

pp. 32-42

Author(s):

Ümmüye Nur Tüzün ◽

Gülseda Eyceyurt Türk

Keyword(s):

Content Analysis ◽

Critical Thinking ◽

Chemistry Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Science Technology ◽

Tenth Grade ◽

Data Content ◽

And Mathematics ◽

Academic Year

STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.

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Raising Critical Thinkers: Critical Thinking Skills in Secondary Social Studies Curricula in Turkey

The Anthropologist ◽

10.1080/09720073.2015.11891765 ◽

2015 ◽

Vol 20 (3) ◽

pp. 616-624

Author(s):

Orhan Akinoglu ◽

Yasemin Baykin

Keyword(s):

Critical Thinking ◽

Social Studies ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Secondary Social Studies

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Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

Journal of Studies in Education ◽

10.5296/jse.v10i2.16763 ◽

2020 ◽

Vol 10 (2) ◽

pp. 1

Author(s):

Ali Emad Muhammad

Keyword(s):

Critical Thinking ◽

Social Studies ◽

Instructional Strategies ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Social Studies Teachers ◽

Self Assessment ◽

Constructive Learning ◽

Teachers Attitudes ◽

Self Learning

This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

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