Critical Thinking During The December Holidays

1993 ◽  
Vol 41 (4) ◽  
pp. 216-219
Author(s):  
Annette Raphel
Keyword(s):  
Critical Thinking ◽  
Deep Understanding ◽  
Conscious Effort

In a conscious effort to make mathematics more open-ended and relevant and to dispel the myth that the discipline is a series of easily solved and discrete experiences, the curriculum has been reshaped in the author's school to allow for some more lengthy investigations and projects. These lessons take more than one period, ask students to extend their thinking, and require them to relate several disciplines to mathematics. Many of the experiences start with sketchy ideas and without firm notions about answers on the part of the teachers. These experiences become the foundation for deep understanding and appreciation of the power of mathematics beyond computation.

scholarly journals The Implementation of Portfolio Assessment to Increase Critical Thinking Ability for High School Students on Human Coordination System Material

2021 ◽  
Vol 9 (3) ◽  
pp. 130-136
Author(s):  
Annisa Tiara Linanti ◽  
Saiful Ridlo ◽  
Siti Harnina Bintari
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Portfolio Assessment ◽  
Deep Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Coordination System

Critical thinking has an essential role in the development of 21st-century skills to form students who have a deep understanding of the subject being studied. The use of portfolio assessment is believed to be a means of mastering a subject. This study was aimed to analyze whether the implementation of portfolio assessment in Biology learning in human coordination systems material can improve students' critical thinking skills. This study used a pretest and posttest control group design. Based on the results of the analysis, it was found that the means posttest score of students' critical thinking skills in the experimental class was 78.28, and the control class was 63.36. The Independent Sample T-Test showed a significant mean difference between the experimental class and the control class. The improvement of critical thinking skills by implementing portfolio assessment was better than the control class. The regression test showed that the contribution of the portfolio assessment to the improvement of critical thinking skills was 19.1%. The results of the analysis showed that the portfolio assessment distributed students in three categories of critical thinking skills were 59.4% in the enough category, 31.3% in the good category, and 9.4% in the very good category. The conclusion is that the implementation of portfolio assessment has a positive effect on increasing students' critical thinking skills in the human coordination system material.

The essence of investing: experiential education with a student-run portfolio

2019 ◽  
Vol 46 (4) ◽  
pp. 530-547
Author(s):  
Elizabeth Tashjian
Keyword(s):  
Critical Thinking ◽  
College Graduates ◽  
Business Students ◽  
Deep Understanding ◽  
Investment Funds ◽  
Content Type ◽  
Business Skills ◽  
Successful Model ◽  
Important People ◽  
Managed Portfolios

Purpose Many undergraduates major in business in hopes of being well-prepared for a career. However, Arum and Roksa (2010) find business students perform poorly relative to peers on measures of academic gains and employers report that few college graduates are well-prepared for business careers (Lumina Foundation, 2013). Experiential courses have the potential to engage students deeply and encourage critical thinking while developing important business skills. The paper aims to discuss these issues. Design/methodology/approach This paper proposes several attributes of successful experiential courses and uses a student-managed portfolio as an example of a successful model. Findings Student-managed portfolios can improve educational and career outcomes for students. Practical implications Student-managed investment funds can provide a vehicle for teaching students research, critical thinking and writing skills while encouraging them to integrate knowledge from a broad range of business disciplines to understand a firm’s business model. Originality/value While experiential programs are touted as addressing these shortcomings, many academics remain skeptical of experiential programs which too often focus on showy trips, passively listening to important people or performing shallow analyses at the expense of developing a deep understanding of how to identify and solve complex problems. This paper offers some insight into important features of a successful experiential program.

scholarly journals HIGHER EDUCATION IN EVOLVING WORLD: ACCELERATING THE PACE OF CHANGE IN TEACHING FOR LEARNING

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Jane Irene Dawo ◽  
James Sika
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Digital Literacy ◽  
Sense Of Self ◽  
Deep Understanding ◽  
Modern Society ◽  
Societal Challenges ◽  
Wide Range ◽  
Quality Learning

<p>World-wide, 21st century higher education (HE) involves knowledge acquisition focused on addressing societal challenges. Fundamentally valuable are high order skills, such as critical thinking, creative problem solving, teamwork, evaluation, analysis, digital literacy, adaptability, and communication which can be used to navigate across a wide range of disciplines attributive to success in modern society. This is achievable through quality teaching for quality learning and hence the need for modernized pedagogical experience. In this regard, modern pedagogy in HE demands beyond routinized merely teachers’ transmission of information versus students’ retention efforts. It delves into the teaching of students on how to handle, address and interpret concepts, evidence and ideas, how to think and act as experts and how to produce original insights and valuable knowledge for the benefit of society, and ultimately, how to remain ahead of foreseeable societal challenges. Due to this, universities should change pedagogical approaches from fact-based traditional lecturing to interactive teaching with the aim of fostering deep understanding and expert-mindedness for problem-solving. This would result in graduates who fit the emerging economic, social and political situations that nations experience. They should be able to; approach societal challenges given their grounded curiosity, critical thinking and creativity, apply innovative skills in addressing real world problems, display a strong sense of personal and professional identity, and portray a high sense of self-efficacy. This paper is an attempt to explain how HE can give forth products who are world leaders in their specific disciplines in respect of teaching, research and community service.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

scholarly journals Ability to think

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohamad H. Badii ◽  
Jorge Castillo ◽  
José Luis Abreu Quintero
Keyword(s):  
Critical Thinking ◽  
Key Words ◽  
Reflective Thinking ◽  
Formal Logic ◽  
The Internet ◽  
Conscious Effort ◽  
Or Practice ◽  
Contextual Sensitivity ◽  
Source Of Information ◽  
Responsible Manner

Key words: Analytical, creative, critical, logic, reflective, thinkingAbstract. Perhaps the most useful skill that you could learn, or practice if you already know it, is critical thinking. This is a conscious effort to “think about thinking.” It challenges you to think about what you are trying to accomplish in a systematic, purposeful, and responsible manner. It also asks how you will know you have reached an adequate conclusion. While critical thinking shares many of the skills and techniques of formal logic (as well as drawing an analytical, creative, and reflective thinking), it introduces attitudes such as open-mindedness, flexibility, skepticism, independence, persistence, relevance, contextual sensitivity, empathy, decisiveness, courage, and humility that will help you reach an understanding of the complex and uncertain issues you will encounter in life. One of the best places to practice critical thinking is in evaluating the reliability of information you see on the Internet. Although this new medium is a wonderful source of information, every thing you see there should be approached with a sense of skepticism and caution.Palabras claves: Analitico, creativo, critico, logico, reflexivo, pensarResumen. A lo major la destreza mas util que puede usted aprender, o practicar, si ya la sabe, es pensar de manera critica. Este es un esfuerzo conciente para “pensar como pensar.” Este motiva a usted acerca de las cosas que usted trata de conseguir en forma sistematica, decidida y responsable. Tambien le pregunta como sabe usted que ha conseguido una conclusion apropiada. Mientras el pensamineto critico comparte muchas de las estrezas y tecnicas de la logica formal (y tambien se trata de pensamiento analitico, creativo, y reflexivo), presenta actitudes como: menta abierta, flexibilidad, ecepticismo, independencia, persistencia, relevancia, sensibilidad contextual, empatia, decision, valentia e humildad que le apoyan a comprender las cosas inciertas y complejas en la vida. Uno de los mejores lugares para practicar el pensamiento critico es en la evaluacion de la confiabilidad de la informacion en la Internet. A pesar de que este nuevo medio es una fuente maraviosa de informacion, todo lo que usted encuentra alli debe considerarlo con precaucion y esepticismo.

scholarly journals Critical thinking in PBL: Development of a bespoke tool for critical thinking

2019 ◽  
Author(s):  
Nazim Ali ◽  
Russell Crawford ◽  
Margaux Horn
Keyword(s):  
Critical Thinking ◽  
Learning Strategy ◽  
Deep Understanding ◽  
Thinking Skills ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Self Assessment ◽  
Innovative Strategies ◽  
Structured Problems ◽  
Active Learning Strategy

As an active learning strategy, problem based learning (PBL) puts the emphasis on students being responsible for their learning (Hmelo-Silver and Barrows 2006). Although it is student-centred, PBL facilitators can help students achieve deep learning through strategies which allow them to check their understanding and engage in critical thinking skills (Wood, 2003; Azer et al,. 2013). However enabling students to engage in critical thinking skills and assessing their learning requires the use of innovative strategies (Azer et al., 2013). This paper describes the development of a learning tool to allow students undertake their own-self assessment. It was developed on the principles of ill-structured problems which encourage the utilization of critical thinking skills (Kek and Huijser, 2011). Thus the aim of the research was to assess whether the tool would allow the students to engage in critical thinking skills such as deep understanding and application of knowledge. Results show students found the tool to be effective for their learning where they were able to apply their knowledge and test understanding. This suggested that the developed tool proved to be useful in engaging students in critical thinking skills and as a means to check student understanding.

Bertrand Russell on Critical Thinking

1998 ◽  
pp. 142-149
Author(s):  
William Hare
Keyword(s):  
Critical Thinking ◽  
Deep Understanding ◽  
Bertrand Russell ◽  
Educational Aims ◽  
Recent Debate ◽  
Ethical Conviction ◽  
The Ideal ◽  
Relational Skills

The ideal of critical thinking is a central one in Russell's philosophy, though this is not yet generally recognized in the literature on critical thinking. For Russell, the ideal is embedded in the fabric of philosophy, science, liberalism and rationality, and this paper reconstructs Russell's account, which is scattered throughout numerous papers and books. It appears that he has developed a rich conception, involving a complex set of skills, dispositions and attitudes, which together delineate a virtue which has both intellectual and moral aspects. It is a view which is rooted in Russell's epistemological conviction that knowledge is difficult but not impossible to attain, and in his ethical conviction that freedom and independence in inquiry are vital. Russell's account anticipates many of the insights to be found in the recent critical thinking literature, and his views on critical thinking are of enormous importance in understanding the nature of educational aims. Moreover, it is argued that Russell manages to avoid many of the objections which have been raised against recent accounts. With respect to impartiality, thinking for oneself, the importance of feelings and relational skills, the connection with action, and the problem of generalizability, Russell shows a deep understanding of problems and issues which have been at the forefront of recent debate.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web
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