Critical Thinking
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2021 ◽  
Sam Muijnck ◽  
Joris Tieleman

The Economy Studies project emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. It envisions a wide variety of economics graduates and specialists, equipped with a broad toolkit, enabling them to collectively understand and help tackle the issues the world faces today. This is a practical guide for (re-)designing economics courses and programs. Based on a clear conceptual framework and ten flexible building blocks, this handbook offers refreshing ideas and practical suggestions to stimulate student engagement and critical thinking across a wide range of courses. Key features Adapting Existing Courses: Plug-and-play suggestions to improve existing economics courses with attention to institutions, history, values and practical skills. Teaching materials: A guide through the rapidly growing range of innovative textbooks and other teaching materials. Example Courses and Curricula: How to design pluralist, real-world economics education within the practical limits of time and resources. The companion website,, contains a wealth of additional resources, such as tailor-made booklets for more specific audiences, additional teaching materials and links to plug-and-play syllabi and courses, and opportunities for workshops and exchange with other economics educators.

Benedecta Indah Nugraheni ◽  
Herman Dwi Surjono ◽  
Gregorius Punto Aji ◽  

This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integrated with other learning methods and utilize various technologies to increase their effectiveness in developing students’ critical thinking skills.

2021 ◽  
Vol 11 (12) ◽  
pp. 1571-1580
Abdelrahman Abdalla Salih

Students at the tertiary level need arguments because they are expected to use analytical and critical thinking skills. The present study is situated in an English as a Foreign Language (EFL) context in an Omani University and reports the experience of (N=46) undergraduate EFL writers in argumentative essays and persuasive posters. Using rhetorical strategies, and drawing on the principles of persuasive writing, the participants prepared posters and essays on two separate topics. Data were collected from the 46 participants’ responses to a semi-structured online survey questionnaire. Analysis of the data obtained indicates that the participants preferred designing posters to writing persuasive essays while reporting varieties of rhetorical difficulties in building an argument for persuasion. The participants also perceived establishing evidence and facts as the most challenging element in persuasive writing and arousing the audience’s feelings and emotions as the most challenging rhetorical appeal in posters. Some pedagogical implications were reported as well.

2021 ◽  
Vol 11 (12) ◽  
pp. 1630-1635
Liqing Wang

Incorporating the existing theoretical models of critical thinking (CT) with empirical data analysis, this paper proposes an analytical framework for English debate in a Chinese EFL context. The framework divides the core tasks of debate into four stages: information assessment, argumentation, presentation, and reflection. Each stage requires different CT skills and sub-skills. After analyzing the 24 students’ debating and subsequent reflective practice, this paper discusses the key points and difficulties in developing CT skills in the process of English debate and tries to explore the operable teaching methods.

Aitor Garcés-Manzanera

The development of skills in English as a Foreign Language (EFL) is a necessary requirement for communication, but equally for L2 enhancement. Thus, the aim of this paper is to propose a system of activities for the Degrees in Education. This system integrates two skills, that is, reading and speaking, in addition to enhancing the development of critical thinking skills. All these aspects will be intimately linked to the importance of the education-related context for future school teachers.

2021 ◽  
pp. 789-802
Kimberly B. Garza ◽  
Channing R. Ford ◽  
Lindsey E. Moseley ◽  
Bradley M. Wright

Background: Social, behavioural, and administrative sciences are among the Accreditation Council of Pharmacy Education (ACPE) mandated foundational knowledge requirements for pharmacy school curricula. However, they are often taught in isolation, whereby students lose sight of their meaning and significance in the Pharmacists’ Patient Care Process (PPCP). Objective: The objective was to assess performance and critical thinking skills and explore student perceptions of a Longitudinal Patient Case assignment that integrates knowledge from multiple domains into a learning experience exploring how patients and pharmacists navigate the complexities of the US healthcare system. Methods: Student pharmacists developed their case throughout the term by incorporating course concepts, then submitted a narrated PowerPoint presentation. Quantitative data sources included overall scores, scores for each domain, midterm and final examination scores, and final course grades, analysed using descriptive statistics and Pearson’s correlation. Student reflections encouraged self-discovery and professional identity development and served as the qualitative data source. Thematic analysis occurred through a multi-phase approach. Results: All first-year student pharmacists (n = 153) participated. Scores on the narrated PowerPoint were significantly correlated with midterm and final exams and were moderately correlated with overall course grades. Themes that evolved from students’ self-reflections focused on project execution and learning/knowledge. Conclusions: Synthesising and applying content across a course in this manner enables students to make connections, think critically, and be creative.

2021 ◽  
Vol 5 (2) ◽  
pp. 164-170
Primardiana Hermilia Wijayati ◽  
Ferina Aulia Lestari

This article is a research result which aims to uncover the critical thinking skills of students of German Literature Department, Universitas Negeri Malang (UM) in writing thesis. The method used is qualitative content analysis with a coding sheet as an instrument. The data is taken from some chapters in German thesis, to be particular the background, the discussion, and the conclusion sections. The collected data is reduced, grouped, then the emerging patterns are analyzed and conclusions are drawn. Students' critical thinking skills in writing thesis were analyzed from four cognitive abilities (analysis, synthesis, evaluation, and argumentation) and nine cognitive standards (clarity, clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness). The results showed that students' critical thinking skills were good in the aspects of analysis, synthesis, and evaluation. However, from the argumentation aspect, students’ critical ability is still considered weak, because they produced errors in ethos, logos and pathos arguments, still made incomplete structures, and did not meet the criteria for critical thinking/cognitive standards of breadth and depth.

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom’s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students’ lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development.  

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