critical thinking
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2022 ◽  
Vol 18 (1) ◽  
pp. 105-121 ◽  
Veronica Garcia-Lazo

Abstract A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.

2022 ◽  
Vol 12 ◽  
Xiaojing Weng ◽  
Thomas K. F. Chiu ◽  
Morris S. Y. Jong

A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students’ cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies—real-world problems (RWP) and mentoring influence the development of student’s STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13–15 years) in Hong Kong (n = 95). Three intervention conditions were designed in the experiment, comprising textbook problem (TBP), RWP, and RWP with mentoring (RWPM). Our analysis showed that (i) the differences in creativity among the three groups were non-significant, (ii) the RWP and RWPM groups showed stronger critical thinking than the TBP group, and (iii) the RWPM group exhibited stronger STEM interest and identity than the other two groups. This study revealed the effectiveness of adopting RWP strategy in developing secondary students’ perceived cognitive competencies (e.g., creativity and critical thinking) and the feasibility of employing a mentoring mechanism for cultivating learners’ perceived non-cognitive characteristics (e.g., STEM identity and interest). Hence, we also offered practical suggestions for teachers.

2022 ◽  
Vol 8 (1) ◽  
pp. 230-238
Jessy Viny Reyk ◽  
Marleny Leasa ◽  
Melvie Talakua ◽  
John Rafafy Batlolona

Many new learning models in the 21st century have emerged in improving students' academic skills, one of which is research-based learning (RBL). This pedagogic and constructivist model connects research and learning in improving students' critical thinking skills (CTS). The results of the study show that studies in empowering students' CTS using RBL are still limited. Therefore, exploration and deeper measurement of CTS with the RBL model were carried out through this study. The purpose of this study was to improve students' CTS using the RBL learning model. The results of the ANCOVA test showed that there was an effect of the RBL model in improving students' CTS. Descriptive data also shows that the average value of CTS is 72.70 using RBL, while students who take part in learning using conventional models show an average value of critical thinking skills of 58.30. Thus, RBL can be recommended in increasing the CTS of elementary school students in science learning.

2022 ◽  
Vol 11 (1) ◽  
pp. 141-150
Wafa’ A. ◽  
Moath Khalaf

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>

2022 ◽  
Vol 8 (1) ◽  
pp. 216-221
Dwi Wahyudiati

This study aims to determine the effect of applying problem-based learning models on critical thinking skills and scientific attitudes of pre-service chemistry teachers in Basic Chemistry 1. This quasi-experimental research uses pre-test and post-test through an unequal control group design. This research has been carried out for 3 months from September-November in 2021 on pre-service chemistry teachers. The data were analyzed using Hotelling's T2 test and the Rasch model. Empirical evidence shows that based on Hotelling's T2 test results obtained a significance value of 0.001 < (0.05) with a partial eta squared value of 0.28 which means Ha is accepted. So, it can be concluded that there is a contribution of problem-based learning models on critical thinking skills and scientific attitudes of students with the contribution of 28%. Another finding also shows that based on the results of the Rasch model test, it shows that in the experimental class the indicators of critical thinking skills and scientific attitudes are mostly possessed the ability to synthesize attitudes towards scientific investigations. The indicators of critical thinking skills and scientific attitudes are least possessed the ability to analyze and chemistry learning experiences. The conclusions of this study include there is a significant effect of the application of the PBL model on students' critical thinking skills and scientific attitudes with a model contribution of 28%, as well as critical thinking skills and scientific attitudes that most students have in the experimental class are analytical skills and attitudes towards scientific investigations.

2022 ◽  
Vol 17 (2) ◽  
pp. 56
Huilin Bai ◽  
Hui-Ling Wendy Pan

In the context of globalization, critical thinking is still regarded as the core content of higher education. The difference between Eastern and Western cultures has a key impact on understanding critical thinking. When the current literature studies the influence of culture on critical thinking, it mainly considers from the macro level, mainly including ethnic history, traditional customs, religious beliefs, art, ethics, and so on. However, from a specific and micro cultural perspective, how critical thinking is influenced by a culture still lacks effective research. This paper studies the influence of Confucian paternalistic leadership on the development of critical thinking in the East from a specific cultural perspective. The study discovers that Asians are easier to understand how things change and they are more tolerant to conflict, which means that they see things as interrelated and interdependent. They are more likely to use intuitive and experience-based reasoning if there is a conflict between intuitive and logical reasoning. Benevolence and hierarchy in paternalistic leadership promote the formation of cooperative critical thinking in improving the operation of organizations so that the characteristics of oriental critical thinking can be analyzed more comprehensively.

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