National Webinar on Philosophy and Psychological Review of Thinking Disposition

In addition to the ability to think, students need a thinking disposition to succeed in learning. However, the results of preliminary research indicate that the knowledge of prospective teachers, teachers, and lecturers is still low on thinking dispositions. Therefore, this problem can be solved by conducting a national webinar on dispositions of thinking. Thus, the purpose of this service is to provide participants with an understanding of the philosophical and psychological dispositions of thinking. This service method is in the form of a national webinar, which is a seminar held online. This webinar activity is divided into three stages, namely the material presentation stage, the question and answer stage, and the community service evaluation stage. The results of this community service evaluation show that the percentage of the results of filling out the questionnaire is 81% which means that it is in the very high category. This means that this national webinar activity was very successful in understanding the participants towards a philosophical and psychological review of thinking dispositions. This success is supported by the availability of material, internet signals, and the ability of the presenters to convey the material. Apart from that, there are also inhibiting factors in this seminar activity, namely inadequate material delivery time, signal constraints, and too many presenters.

Critical thinking dispositions’ level among neophyte nursing students

Introduction: Critical thinking dispositions (CTD) are valued across the health professions disciplines being essential for decision-making, critical judgment and managing complex health situations. Promoting critical-thinking dispositions in undergraduate nursing students can support the students to utilize critical thinking during challenging patient care and problem-solving situations. Objective: This study aimed to assess the level of critical thinking disposition among neophyte nursing students in a private nursing college. Methodology: An analytical cross-sectional study design was adopted. Neophyte students (n=98) of the BSN program participated in the study. Critical Thinking Dispositions Scale (CTDS) of 54 items under seven constructs was utilized to assess CTD level. Data was analyzed at descriptive and inferential level using SPSS 23.0 version. Results: Overall, CTD among neophytes nursing students is at 75% a progressive level. Contextual and inquisitiveness construct of CTDs are at positive CTD level while other constructs are at the progressive level. Students have completed their matriculation from public 55(56.1%) while FSc (Faculty of Science) from private sector 57(58.2%). Mothers of most neophytes 73(74.5%) were housewives and fathers were working in private organization 32(32.7%). There was no statistically significant association between CTD’s construct with demographic variables (P-Value, >0.05). FSc marks showed a significant association with overall CTD scores, intellectual and inquisitiveness, while admission entry test scores associate significantly with intellectual construct. Conclusion: The CTD level of neophyte is at a progressive level which suggest that different teaching and learning strategies could be implemented to improve this level.

Towards a higher order thinking skills-oriented translation competence model

This article aims at exploring translation competence (TC) from the perspective of higher-order thinking skills (HOTS), and developing a HOTS-oriented TC model accordingly. The underlying assumption is that the translation competence needed to solve ill-structured translation problems is highly integrated HOTS in essence. Based on this assumption, a framework for HOTS-oriented TC is presented, using features from the PACTE group’s TC model, and combining it with HOTS-specific features. Subsequently, a HOTS-oriented TC model is constructed, which consists of three interrelated parts: HOTS (i.e., translation problem-solving ability, translation decision-making ability, translation creative-thinking ability, and translation critical thinking ability); translation knowledge, and translation thinking dispositions. Additionally, two other assumptions are made as scaffolding to support our HOTS-oriented TC model. Finally, implications for TC studies and translation pedagogy are provided.

Critical Thinking Dispositions of Undergraduate College Students in A Comprehensive University of Mainland China

This study was undertaken to assess the critical thinking dispositions of undergraduate college students in a comprehensive university of mainland China and examine the roles of gender and major in the subjects’ critical thinking dispositions. An adapted Chinese version of the California Critical Thinking Dispositions Inventory (CCTDI) was used to survey 534 undergraduate students. Statistics revealed that over 3/4 of the subjects were negative in their dispositions to think critically, and no more than 1/4 of them were positive. All the subscale mean scores were between 30-35, indicating an ambivalent attitude to critical thinking. Meanwhile, the subjects were stronger in systematicity, truth-seeking, and self-confidence than in analyticity, inquisitiveness, and cognitive maturity. Besides, males got significantly higher scores in overall critical thinking dispositions, truth-seeking, cognitive maturity, open-mindedness, and justice-orientedness, an added subscale in the Chinese version of CCTDI. Finally, science-engineering students achieved a non-significant higher overall mean score than non-science-engineering students. They also scored higher in seven out of the eight subscales, but the differences were only significant in open-mindedness and justice-orientedness.

A comparison between Chinese and American male and female college students’ critical thinking dispositions

This quantitative research study compared the critical thinking dispositions of 91 college students studying in a public university in South East Florida. Forty-one students identified as Chinese and 50 students identified as American. The California Critical Thinking Disposition Inventory (CCTDI) measured these students’ critical thinking dispositions. There were differences between students on the scale of open-mindedness and gender. A dis-ordinal interaction occurred. American males scored lower than American females on the CCTDI scale of open-mindedness. However, the opposite occurred for the Chinese students. Chinese males received a higher score on the CCTDI scale of open-mindedness than Chinese females. These findings are significant for educators and organizations when designing curriculum and workplace training development for leaders. Being open-minded feeds into decision-making and problem-solving are skills which are necessary for leadership. It is helpful to understand which variables impact individual’s disposition to critical thinking so that leadership skills can be developed.