scholarly journals Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood

2017 ◽  
Vol 6 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Mercè Fernández Santín ◽  
Maria Feliu Torruella
Keyword(s):  
Critical Thinking ◽  
Arts Education ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Reggio Emilia ◽  
Critical Thinking Skills ◽  
School Level ◽  
Art Interpretation ◽  
Artistic Training ◽  
Expression Of Emotions

We seem to have a problem in arts education at pre-school level: the lack of specific training for teachers teaching this subject to very young children. The future preschool teachers’ training seems to be focused on the teaching and learning aspects of artistic education however they receive little training on methodologies and philosophies. Therefore, when teachers have to face the classroom, the methodologies they use are usually quite traditional and do not favour the development of critical thinking skills in the students. There are different philosophies of arts education that might embed opportunities for reflection, art interpretation, experimentation, expression of emotions and feelings that if, in the case these philosophies, reach the classroom, may doubtlessly enrich the student’s artistic training. Thus a conceptual framework based on one of these philosophies, named Reggio Emilia, arises. A systematic review of the literature which has been developed by categorising criteria from research papers and from examples of good practices. This categorisation might allow us to establish a framework that can be useful in the classrooms and can establish parameters of action that may have an impact on students, teachers and teachers’ practice in general.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 35-44
Author(s):  
Nurul Hidayati ◽  
Elly Yustina ◽  
Sri Hendra Suryani ◽  
Juli Eka Nugraheni
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Learning Models ◽  
Teaching Process ◽  
Validation Criteria ◽  
Final Score ◽  
The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi.  Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

Empirical Representations in Multimedia Materials

2005 ◽  
pp. 158-183 ◽  
Author(s):  
Paul Kawachi
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Transactional Distance ◽  
Learning Contexts

A multimedia construct for learning based on the Theory of Transactional Distance has been developed consisting of four stages of decreasing transactional distance. This model has been applied in various teaching and learning contexts, on- and off-line, and its validation was investigated. Results confirmed in practice the four distinct sequential stages. Difficulties were discovered in navigating through the collaborative second and third stages, consistent with findings from related studies on acquiring critical thinking skills. Specific areas for attention were identified to promote learning using multimedia.

scholarly journals Place of Critical Thinking in EFL

2018 ◽  
Vol 7 (4) ◽  
pp. 26
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Great Role ◽  
Important Place ◽  
Learning And Teaching ◽  
Mathematics History ◽  
Vital Component ◽  
Shed Light

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process

2016 ◽  
Vol 22 (12) ◽  
pp. 4004-4006
Author(s):  
Jamil Abd Baser ◽  
Rasidayanty Saion ◽  
Siti Salwa Ab Manap ◽  
Azman Hasan ◽  
Abdul Rasid Abdul Razzaq
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

2019 ◽  
Vol 4 (7) ◽  
pp. 874
Author(s):  
Sumardiana Sumardiana ◽  
Arif Hidayat ◽  
Parno Parno
Keyword(s):  
Critical Thinking ◽  
Mixed Method ◽  
Thinking Skills ◽  
Experimental Models ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
School Level ◽  
Learning Models ◽  
High School Level ◽  
Model Project

<p class="Abstrak"><strong>Abstract:</strong> Critical thinking skills can be grown with learning project based learning models. The purpose of this study was to analyze Critical Thinking abilities with project-based learning (PjBL) students at temperature and heat at the high school level. This research was conducted at SMAN 2 Batu class XI. The subjects of this study were 35 students. This type of research is a mixed method embedded in experimental models. With a test of critical thinking skills the essay forms as many as 8 items. The results showed that there were differences in critical thinking of students before and later getting PjBL training on the material heat and temperature. The result of the research showed that students’ critical thinking has increas.</p><strong>Abstrak:</strong> Keterampilan berpikir kritis dapat ditumbuhkan dengan model pembelajaran <em>project based learning</em>.<em> </em>Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis dengan <em>project based learning</em> (PjBL) siswa pada suhu dan kalor pada tingkat SMA. Penelitian ini dilakukan di SMAN 2 Batu kelas XI. Subjek penelitian ini berjumlah 35 siswa. Jenis penelitian ini <em>Mixed method embedded experimental model</em>. Dengan test kemampuan berpikir kritis berbentuk <em>essay</em><em> </em>sebanyak delapan butir. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis siswa sebelum dan sesudah mendapatkan perlakuan PjBL pada materi suhu dan kalor. Kemampuan berpikir kritis siswa mengalami peningkatan pada setiap indikator.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Masniladevi Masniladevi
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

scholarly journals Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 8
Author(s):  
Ha Thi CAO
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Social Model ◽  
Higher Order Thinking Skills ◽  
Teaching And Learning Mathematics

In the social model, in order to live and work in a complex and competitive environment of the 21st century, students must be well-equipped with such important skills and qualifications, of which creativity, critical thinking, communication and collaboration skills are very necessary for learners in the future. In this paper, the researcher aims to focus on teachers’ competency of instruction for developing higher-order thinking skills (creativity, critical thinking skills) through teaching and learning Mathematics in Vietnam.

scholarly journals Improving the Critical Thinking Skills of Accounting Students Using the Framework-Based Teaching Approach

2018 ◽  
pp. 116-121
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Accounting ◽  
Accounting Students ◽  
Inquiry Based Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

The purpose of this paper is to examine how the Framework-based Teaching (FBT) approach improves the critical thinking skill among accounting students at tertiary education level. This qualitative study is conducted using the Scholarship of Teaching and Learning (SOTL) approach, where reflections from lecturers ‘experience in teaching and learning process are gathered. Data are collected from both accounting lecturers and students who implemented the FBT approach using the inquiry-based learning technique in the financial accounting course. Data are analysed using content analysis. The results from the study indicate that, based on lecturers’ reflection, students are pushed to think in depth in classes using the inquiry based learning of the FBT approach. This is supported by students’ feedback on their own critical thinking ability. Thus, the FBT approach improves the critical thinking skills among accounting students. The implication of this study is the practicability of the FBT approach in teaching financial accounting course at university level in encouraging critical thinking skills.

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