scholarly journals Crafting a Critical Literacy Skillset: An Improved Use of Visual Modalities

2019 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
James O. Barbre
Keyword(s):  
Critical Thinking ◽  
Critical Literacy ◽  
Subject Matter ◽  
Literacy Development ◽  
Graphic Novels ◽  
Literacy Skill ◽  
Teaching Pedagogy ◽  
The Past ◽  
The Subject ◽  
Literacy Skill Development

The goal of literacy development at schools is a standing feature of the curriculum. In spite of this, the means to develop critical thinking in students often comes up short. The development of literacy and critical thinking can be presented in engaging and memorable ways, but schools often defer to what they have done in the past; namely through textbooks and worksheets. This article will argue that the greater and structured incorporation of graphic novels and comic literature, but from a critical literacy perspective, will have the effect of increasing engagement of the subject matter. A closer engagement through visual means, coupled with a teaching pedagogy that directly supports critical literacy skill development builds the best experience and engagement of student learning.

D. Robert Ladd (1996). Intonational phonology. (Cambridge Studies in Linguistics 79.) Cambridge: Cambridge University Press. Pp. xv+334.

Phonology ◽  
1998 ◽  
Vol 15 (1) ◽  
pp. 115-118
Author(s):  
William R. Leben
Keyword(s):  
Subject Matter ◽  
English Teachers ◽  
Linguistic Theory ◽  
Basic Material ◽  
Cambridge University ◽  
The Past ◽  
Look Back ◽  
Basic Goal ◽  
The Subject ◽  
Reasonable Price

Ladd's Intonational phonology is a substantial addition to an area that has only recently ‘arrived’. Fortunately for the field of intonational phonology, the past two decades have seen a number of seminal contributions from phonologists, including Mark Liberman, Gösta Bruce, Janet Pierrehumbert and Ladd himself. Work on intonation, which has advanced in sync with modern linguistic theory, can also look back on quite a number of rather specific studies by phoneticians and rather general descriptive accounts by linguists and English teachers on this continent and in Europe.The book's basic goal is to present the subject matter of intonational phonology to the non-specialist linguist. The material is not only summarised but also accompanied by critical comments. Ladd's goal of keeping the book accessible to the non-specialist may limit the depth of the presentation of the basic material and the definitiveness of the critical comments, but for many this will be a reasonable price to pay for breadth of coverage.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students

2020 ◽  
Vol 3 (1) ◽  
pp. 15-31
Author(s):  
Juliet Brandt
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Subject Matter ◽  
Teaching Method ◽  
Baseline Assessment ◽  
Population Pyramid ◽  
Instrumental Enrichment ◽  
The Subject

Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.

scholarly journals Młode pokolenie wobec pracy, konsumpcji oraz sukcesu

2019 ◽  
Vol 9 ◽  
pp. 15-31
Author(s):  
Joanna Wardzała
Keyword(s):  
Qualitative Research ◽  
Social Context ◽  
Subject Matter ◽  
Consumer Society ◽  
Young Generation ◽  
Consumer Behaviors ◽  
Applicable Law ◽  
The Past ◽  
The Social ◽  
The Subject

The young generation in terms of work, consumption and success  The subject matter of the young generation in the social context has been repeatedly examined and many studies have been prepared on this topic, for example the works of K. Wyka and earlier K. Manheim. Increasingly, the issue of the younger generation is discussed in the area of issues related to consumption and work. The article is of a theoretical and empirical nature; it is an attempt to portray the young generation in its two most important roles on the market — the consumer and the entrepreneur. It is an introductory element to the problems of consumer behaviors and entrepreneurial behaviors of the young generation. The publication draws attention to the expectations of the young generation about the applicable law and the economy. The first part of the article is characterized by sociological considerations and serves to determine the meaning of the young generation in consumer society, in particular, to outline the framework of youth, which in literature is sometimes defined not only by age categories. It is also an interdisciplinary review of theories, both those created in the past and those quite contemporary. In the second part, it refers to the results of qualitative research relating to the opinions and expectations of the young generation about consumption, work and success.  

scholarly journals Military museums in Poland – between the past and the future

2020 ◽  
Vol 8 (3) ◽  
pp. 5-39
Author(s):  
Dagmara Chylińska ◽  
Łukasz Musiaka
Keyword(s):  
Collective Memory ◽  
Subject Matter ◽  
Cultural Tourism ◽  
The Past ◽  
Current Trends ◽  
The World ◽  
The Subject ◽  
Museum Practice ◽  
Further Development ◽  
Special Mirror

Museums are a constantly developing segment of cultural tourism. Poland is in line with current trends in museums, expanding its offer and adapting it to the requirements of the world of contemporary image culture and multisensory experiences, which is increasingly dominated by technology. The authors of the paper undertook to recognise the specificity of military museums, by conducting a survey of approximately a third of all such institutions in Poland. Due to the subject-matter of their exhibitions, military museums create a broad field of research both in terms of aesthetics and museum practice, as well as the issues of shaping and maintaining collective memory and the identity of the nation. They form a special mirror in which the country’s ideas and aspirations are reflected more often than any real characteristics. In reference to contemporary trends in museums, the article aims to place Polish military museums between locality and universality, education and entertainment, stability and dynamism, knowledge and experience. The results obtained allowed the authors to distinguish three groups of military museums in Poland, as well as indicate conditions conducive to the further development of such attractions in the country.

A framework for analyzing evaluative language in historical discourse

2018 ◽  
Vol 25 (3) ◽  
pp. 335-362 ◽  
Author(s):  
Gordon Myskow
Keyword(s):  
Subject Matter ◽  
Complex Interplay ◽  
Historical Discourse ◽  
The Past ◽  
History Texts ◽  
Group Identities ◽  
Evaluative Meaning ◽  
Evaluative Language ◽  
The Subject ◽  
Four Levels

Abstract History texts are not just disciplinary artefacts for describing, explaining or making arguments about the past. They play a key role in defining present-day group identities and their terms of affiliation. As such, they have generated a great deal of interest among functional linguists interested in how ideology is construed through language. But the ways history texts evaluate the past is not straightforward; they include a complex interplay of discourse participants putting forward a range of views toward the subject-matter. This article presents a framework for investigating evaluative meaning in historical discourse that aims to untangle this complex web of voices, showing how they work together to position readers to take up particular views toward the past. The framework brings together two prominent approaches to the study of evaluation: Martin & White’s (2005) Appraisal framework and Hunston’s (2000) notions of Status Value and Relevance. It posits four levels of evaluation (inter-, super-, extra- and meta-evaluation) that are grounded in insights from the field of historiography and reflect key disciplinary activities of historians.

scholarly journals What is the Meaning of Critical Thinking in the Context of Globalization?

MANUSYA ◽  
2001 ◽  
Vol 4 (3) ◽  
pp. 80-96
Author(s):  
Stephen Evans
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Recent Literature ◽  
Clear Picture ◽  
The World ◽  
The Subject ◽  
Definition Of

A review of recent literature advocating critical thinking as a necessary response to ‘globalizationʼ, gives no clear picture of what critical thinking is. Drawing on Kant and Hermeneutics, this paper proposes a critical definition of critical thinking as an understanding of its subject-matter which questions itself, and a characterization of critical thinking as the tension of standing within the subject-matter while holding it at a distance. Considered against a backdrop of concerns about ‘globalizationʼ, critical thinking is seen, not only as an intellectual method, but also as an existential engagement of the world.

Thucydides: History, Science and Power

1975 ◽  
Vol 37 (3) ◽  
pp. 377-397 ◽  
Author(s):  
M. A. Fitzsimons
Keyword(s):  
Subject Matter ◽  
Rapid Growth ◽  
Early History ◽  
Historical Writing ◽  
The Past ◽  
The Subject ◽  
Principal Subject

Greek historical writing began at much the same time as Greek philosophic-scientific speculation. It experienced an even more rapid growth than philosophy, which it resembled in culminating its development in two men of genius. Contemporary events, the principal subject matter of early history, became the subject of inquiry, when some among the literate could not look at or understand events in the epic or mythic terms that had served the past and had to serve as a past.

The Psychology Portfolio: Promoting Writing and Critical Thinking about Psychology

1993 ◽  
Vol 20 (3) ◽  
pp. 170-172 ◽  
Author(s):  
Cheryl A. Rickabaugh
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Writing Assignments ◽  
Course Content ◽  
Guided Writing ◽  
Term Paper ◽  
The Subject ◽  
Undergraduate Psychology ◽  
Traditional Term

Guided writing assignments can encourage critical thinking in undergraduate psychology classes. Students (N − 96) were surveyed to assess the effectiveness of the method. Results suggested that the assignments were at an appropriate level for the course. Students indicated that they were able to relate the assignments to the course convent and that the assignments made the lecture and text material easier to understand. Overall, students thought that the assignments were integrated into the course content. Perhaps most important, students indicated that the assignments helped develop their individual interests in the subject matter. Finally, these assignments were overwhelmingly preferred to a traditional term paper.

scholarly journals Using Debate As A Pedagogical Tool In Enhancing Pre-Service Teachers Learning And Critical Thinking

2012 ◽  
Vol 8 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Chien-Hui Yang ◽  
Enniati Rusli
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Real Life ◽  
Thinking Skills ◽  
Course Evaluation ◽  
Higher Order ◽  
Pedagogical Tool ◽  
The Real ◽  
Qualitative Feedback ◽  
The Subject

Research has shown that using debate in higher education as a pedagogical tool has effect on promoting higher order and critical thinking (Camp & Schnader, 2010; Ng et al., 2004; Roy & Macchiette, 2005; Ryan & College, 2006). Debate has been implemented in various disciplines with adult learners, such as psychology (Budesheim & Lundquist, 1999), medicine (Koklanaris, Mackenzie, Fino, Arsland, & Seubert, 2008 ), political science (Omelicheva, 2005), marketing (Roy & Macchiette, 2005), accounting (Camp & Schnader, 2010), science & technology (Scott, 2008). Based on the previous studies, students viewed the use of debate as a new and innovative way to teaching and learning, while being more informative, and eye-opening (Kennedy, 2009; Munakata, 2010). The non-traditional method of teaching also increased students motivation and interest level (Munakata, 2010) as it gave a real sense of drama (Roy & Macchiette, 2005, p. 271). However, in teacher preparation, the implementation of debate as a pedagogical tool to promote learning as well as the research on this topic is relatively limited (Erduran, Ardac, & Yakmaci-Guzel, 2006; Ng, Lan, & They, 2004; Munakata, 2010; Sadler, 2006).  This study aims to implement debate as pedagogical tool to enhance pres-service teachers learning on the subject matter and investigate the effect of using debate in teacher training in Singapore context. The following research questions were posed in the study: (1) whether debate stimulated students thinking on the subject matter more than textbook readings and lectures (traditional teacher-directed methods), (2) to which extent students found debate helpful to their learning on the subject matter, (3) to which extent debate helped students to make connections between the subject matter and the real life, and (4) what was the qualitative feedback from students in their learning through the debate activity. Fifty-six pre-service teachers participated in a course evaluation survey to provide feedback on their learning. The results have shown that 83.9% of teachers agree that debate stimulated their thinking more than textbook readings and lectures, while 14.3% of teachers felt neutral, and 1.8% of teachers strongly disagree. Eighty two percent of teachers found debate very helpful to their learning while 16.1% felt neutral. In addition, 80.4% of teachers agree that debate helps them to make connections between the subject matter and the real life experiences while 17.9% of teachers felt neutral. Several observations emerged from students qualitative feedback on using debate in learning. Students expressed that the debate activity helped them to expand the understanding of the subject matter, retention of crucial concepts and knowledge, and comprehension of essential issues on the subject matter. Students felt debate helped them to understand different perspectives, and reduce bias. Some students reported change of their positions and perspectives after the debate. More importantly, many students stated that debate helped them develop critical thinking and higher order thinking skills in comparison to traditional methods.

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