scholarly journals Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Masoud Ali Karami ◽  
Abdulhussein Shakurnia
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Faculty Members ◽  
Academic Rank ◽  
Medical Sciences ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
The Mean ◽  
Thinking Disposition

Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals FÂ’ILIYAH BARNÂMAJ QÂIM ‘ALA AL-TA’ALLUM AL-TA’ÂWUNÎ FÎ TANMIYAH MAHÂRÂT AL-TAFKÎR AL-NÂQID

2020 ◽  
Vol 7 (2) ◽  
pp. 286-304
Author(s):  
Ridho Abdillah ◽  
Abou Dahab
Keyword(s):  
Critical Thinking ◽  
Research Method ◽  
Experimental Approach ◽  
Pearson Correlation ◽  
Arabic Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fourth Level ◽  
Significant Difference ◽  
The Mean

The aim of the research is to know the effectiveness of a program based on cooperative learning in developing critical thinking skills among learners of the Arabic language speaking other languages. The research method used in this research is the semi-experimental approach based on the design of one group with two pre and post-tests. The sample consisted of (46) fourth-level educated learners at the Institute of Arabic Language Teaching at the Islamic University in Madinah. The research tools were defined in the list of necessary critical thinking skills, and tests of critical thinking skills. Statistical methods: The Pearson correlation coefficient, Alpha Cronbach coefficient, T-test, ETA square, and Black equation. The research resulted in a statistically significant difference at (0.01) between the mean scores of the research sample in the pre and post measurements in the test of critical thinking skills as a whole and separately in favor of telemetry.

scholarly journals The Effect of Using Instructional Program Based on the STEM (Science, Technology Engineering & Mathematics) Approach in Teaching Mathematics on the Critical Thinking Skills of High School Students in the Riyadh Educational District

2020 ◽  
Vol 3 (2) ◽  
pp. 85-99
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Significant Difference ◽  
The Mean ◽  
And Mathematics ◽  
Experimental Group

This study aims to identify the effect of using a STEM-oriented (Science, Technology Engineering & Mathematics) teaching program in teaching mathematics on critical thinking skills among high school students in the Riyadh educational region in the Kingdom of Saudi Arabia. The sample of the study consists of (88) male and female students selected randomly from the "Advance Schools for Smart learning" in Riyadh city, where the semi-experimental approach is used. The results of the study show that there are statistically significant differences between the averages of the degrees of analysis skill, induction skill, reasoning skill, skill of conclusion, and evaluation skill in favor of the experimental group. The results also showed a statistically significant difference between the mean scores for the analysis skill, the induction skill, the reasoning skill, the conclusion skill and the evaluation skill for the benefit of the experimental group. The results also show a statistically significant difference between the mean scores for the scale skills as a whole and for the benefit of the experimental group. The results of the study show that there are no statistically significant differences between the mean scores of the critical thinking test skills and the total score attributed to the gender variable (male and female). The study recommends adopting the STEM approach in teaching science, technology, engineering and mathematics subjects, and redeveloping and building the content of science and mathematics curricula for the secondary stage through relying on science standards for the next generation, and working on adopting a special curriculum to teach the STEM approach and include it in the next plan for general education stages.

scholarly journals The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”

2021 ◽  
Vol 8 (1) ◽  
pp. 51-74
Author(s):  
Yavuz Akbaş
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Thinking Skills ◽  
Teaching Approach ◽  
Future Research ◽  
Control Groups ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Thinking Disposition

As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills  in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students’ argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students’ critical thinking disposition and argumentation activities to document students’ argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students’ argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students’ pre-test critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students’ post-test critical thinking disposition scores. Additionally, we observed that students’ argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students’ argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on “Population in Our Country” unit can be used in teaching different topics/units in order to improve students’ argumentation skills.

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

scholarly journals A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong

2007 ◽  
Vol 31 (2) ◽  
pp. 138-146 ◽  
Author(s):  
Man Sang Wong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Assessment Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Positive Tendency ◽  
Thinking Disposition

Critical thinking skill is considered to be one of the important attributes to nurture students to cope with the challenges coming from this ever-changing world. The training of critical thinking skill could be quite different from the conventional education. Thus, special arrangements should be considered in the curriculum design and effective assessment method should be employed to test the subsequent learning outcome. This study was to evaluate prospectively the development of critical thinking disposition of the student prosthetists and orthotists in Hong Kong and a validated instrument, the California Critical Thinking Disposition Inventory (CCTDI) was used. The results showed that there was significant improvement in 5 out of the 7 domains, namely Truthseeking, Open-mindedness, Systematicity, Analyticity, Critical thinking self-confidence, Inquisitiveness and Maturity of judgment in 3 years' time. Further curriculum enhancements were suggested as the sum of all the domains was just slightly above the threshold of positive tendency.

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