Development and assessment of elements of critical thinking about green chemistry in high school

The absence of a unique and coordinated effort to adapt the promoting of the old philosophical principle to the present need of the people has inspired me to come up with a possible viable solution that I present for your further consideration. I propose two main ideas as the objectives of the paper that, later on, the reader can evaluate which is the best approach to maximize the usage of philosophical services and consulting for the general public. The first idea is to present the impact of mixt approaches between critical thinking and group coaching or group facilitating and the second idea is to target the companies as priority clients and their providers as secondary clients. I present three conflicts, five perspectives and two instruments that can be enhanced by elements of critical thinking in order to achieve the objectives above. What is the utility of philosophical skills in other fields and how should we promote philosophical practice so that philosophy can return to the people in the agora. What I propose is to focus on a bigger market - the profitable companies around us that could provide a big steady source of income - and to look at the other suppliers of services as therapy, coaching, training as partners and not as competitors. These suppliers could and should also become our paying clients and we should work with all of them and not compete against them for some individual residual clients. The practical applications from using philosophical skills in other fields are: controlling emotions using elements of critical thinking, facilitating or managing groups using philosophical counseling principles, increasing communication skills using elements of critical thinking skills, increasing coaching methods using elements of critical thinking skills and facilitating better meetings using elements of critical thinking. It doesn’t matter who was first - Philosophical Practice, critical thinking or coaching, mentoring, therapy or any other. We all know that philosophy was the root of all scientific branches that exist in our days. What really matters is whether all of these approaches can help each other grow and change people’s lives and the way they think about themselves and the world.

This study aimed to identify the elements of critical and creative thinking in the Measuring Merdeka High School Curriculum in Science textbooks. This research uses a qualitative descriptive research type. The data source was the Science textbook for SMA Class X Merdeka Curriculum. The instrument used in this research is the researcher as the main instrument. This research's supporting agents are data collection and analysis guides. The data collection procedure in this study was to use documentation techniques. This study's stages of data analysis include data reduction, data presentation, and conclusion. The results showed that the Merdeka High School Curriculum Science textbook on Measurement in Scientific Work contains four elements of critical thinking and seven elements of creative thinking. This research implies that future results of this study can be used as reference material and references in further research

The research objective is to describe the effectiveness of online-based learning to train students’ critical thinking in physics teacher training programs. The elements of critical thinking are: analyzing, evaluating, implementing, generating ideas, and expressing ideas. This type of research is quasi-experimental with a time-series design. Effectiveness is seen from the ability to train the elements of critical thinking and student responses. Manipulation variable is online-based physics learning and the dependent variable is an element of critical thinking. The research subjects were 40 students of the Physics teacher training program at Universitas Negeri Surabaya. The elements of critical thinking and student responses are assessed using a Likert scale. Descriptive statistics are used to analyze data. Learning is effective if the average value of critical thinking elements ≥ 3.1 (scale 0-5) for each module is discussed with a fixed or upward trend. Student responses are effective if the percentage is ≥ 61%. The results obtained: 1) the average score of critical thinking elements ≥ 3.1 2) The percentage of student responses ≥ 61%. These results indicate that online-based learning can effectively train students’ critical thinking in the Physics Teacher Training Program and get a positive response.

Purpose – This paper aims to investigate the relationship between information literacy and critical thinking. Specifically, the connection between the elements of critical thinking as expressed in one university’s Quality Enhancement Plan (QEP) and the advancing learning transforming scholarship (ACRL) Information Literacy Competency Standards (ACRL IL Standards). Concrete examples of how librarians support information literacy and critical thinking were examined. Design/methodology/approach – Following a literature review, the ACRL IL Standards were mapped to the elements of a university’s QEP (critical thinking + core values = decision-making). A wiki was then created to illicit specific examples from librarians regarding how they incorporate the elements of critical thinking in their reference/instruction work. Findings – Considerable correspondence was found between the ACRL IL Standards and the elements of critical thinking in the QEP, but this varied with the specific standard and the specific QEP component. Wiki results revealed that librarians used many concrete activities that supported QEP critical-thinking elements. Research limitations/implications – In this study, mapping the ACRL IL Standards to QEP components was subjective, performed by only one individual. Future research, perhaps involving the forthcoming ACRL IL Standards, might be better carried out by a larger group, thereby enhancing objectivity. Originality/value – The literature review showed a lack of specificity in how critical thinking is defined and integrated into library reference/instruction work. The present study compared eight specific elements of critical thinking to the ACRL IL Standards and found 108 concrete examples of their application.

The purpose of this study was to describe Turkish pre-service chemistry teachers’ beliefs about the importance of teaching chemistry in high schools. For this purpose, 45 pre-service chemistry teachers were administered a questionnaire involving open-ended questions which asked what the importance of teaching chemistry is, and why we teach chemistry in high schools. Based on the written responses, 12 pre-service teachers were chosen to be interviewed to obtain more elaborated information about their beliefs. Data analysis revealed that most of the pre-service teachers expressed that chemistry should be taught in order to explain daily life events. However, a very small number of them believed that teaching chemistry was important in terms of developing generic skills like critical thinking, and of creating curiosity and interest. This study suggests that chemistry should be taught both in high schools and universities in a way which emphasizes the importance of developing scientific skills.

Education in the digital era requires innovation in the use of technology as a learning medium that can improve student’s critical thinking skills. One of the promising technologies is the virtual laboratory, which can be used as a medium of learning in chemistry lessons in senior high schools. This study aims to present an overview of the use of virtual laboratories to improve students' critical thinking skills in high school chemistry learning. In this study, an analysis of relevant literature was carried out to identify the benefits and potential of virtual laboratories in chemistry learning. The results of the study show that the use of a virtual laboratory can effectively improve student’s critical thinking skills in high school chemistry learning. Virtual laboratories can help students to develop skills in analyzing, evaluating and interpreting information in a chemical context, as well as increasing their understanding of concepts and problem-solving skills. To optimize the use of virtual laboratories in chemistry learning in high school, good planning, development and implementation is required, as well as an evaluation of the effectiveness and efficiency of using virtual laboratories. This research is expected to provide insights and recommendations for educational practitioners, especially in the development of chemistry learning that is innovative and oriented towards students' critical thinking skills.

This research aims to identify the elements of critical thinking of Prophet Ibrahim in the Qur'anic story. The Prophet Ibrahim was one of the messengers of determination, God Almighty assigned him to lead, and it is one of the difficult costs, which many strong people in mind and body are incapable of, except that the Prophet Ibrahim, whom God gave wisdom and guidance since his childhood, gives an indication that Prophet Ibrahim possesses a critical thinking. The research adopted the descriptive analytical approach through the application of critical thinking skills in the Delphi report, which are interpretation, analysis, evaluation, inference, explanation, and self-regulation as a measure of study for the elements of critical thinking. The research data was collected from the discourses of the Prophet Ibrahim that relate to the critical thinking element while he was in Iraq as mentioned in the Qur’anic story. The result concluded that the six elements of critical thinking have been presented in the Prophet Ibrahim’s thought. These elements are presented in his discourses to reach specific goals and objectives when he performed the duty of succession that God has assigned to him on this earth.

This study aimed to analyze critical thinking aspects reflected in students’ discussion and giving some opinions. The study was also find how students’ critical thinking contributed to students’ speaking ability. The critical thinking aspects examined in this study covered critical thinking elements mainly proposed by Emilia (2005) as well as critical thinking dispositions mainly proposed by Ennis (1996). In particular, the purpose of this study was to find out elements of critical thinking demonstrated by students in their speaking through discussion and speaking test. This study employed a qualitative research design, particularly a descriptive qualitative. To obtain the data, students’ speaking test, observation of critical thinking elements, and interviews were used. The member of English Conversation Club (ECC) in one of senior high school in Majalengka were chosen as participants. They were six students of low, middle, and high achievers who were selected purposively. The data of students’ speaking test and critical thinking’s element checklist were analyzed by using the theory of critical thinking movement proposed by Hughes (2014), Elder (2011), Reichenbach (2001), and Chaffee et al (2002). These were very valuable to assess students’ critical thinking. Moreover, interview data were transcribed, categorized and coded into central themes, condensed, and interpreted into a description form. This was aimed to provide a description of students’ points of view about the concept of critical thinking which is showed in their opinion in speaking test. The findings revealed that all critical thinking aspects covered in this study appeared in the students’ opinion through speaking test. High achievers’ speaking test presented more critical thinking aspects than medium and low achievers’ speaking, particularly on argument and open-mindedness. The findings also showed that students’ speaking ability and students’ critical thinking influenced each other. The students perceived that students’ speaking ability is influenced by students’ critical thinking. Higher thinking ability was produced higher speaking ability and vice versa. Speaking preparation was important stage to produce higher speaking and critical thinking ability. This study recommended that the teaching of giving opinion should explore all stages of speaking process, especially pre-speaking stage to help students speak and elaborate arguments well. Key words : Speaking ability, Critical Thinking, discussion, giving opinion.

The aims of this study are: (1) to investigate the level students’ critical thinking skill on living things and environmental sustainability theme, (2) to examine the critical thinking difference among different gender, learning styles, and students’ motivation, and (3) to investigate the correlation between students’ critical thinking and students’ motivation. This research was conducted due to the importance of critical thinking evaluation or measurement to get current skill description as the basic information to improve critical thinking in junior high school. The method of this study was descriptive research method. 110 students from three junior high school in Kuningan was tested with Science Virtual Test on Living Things and Environmental Sustainability Theme for 9th Grade as the measurement tool of critical thinking based on Inch critical thinking elements, and are given learning style questionnaire and science motivation questionnaire. Generally, the mean scores on six elements and overall critical thinking score from descriptive statistics shows a moderate critical thinking attainments level, with the range 43.33 score < 69.75, while other two elements shows low critical thinking attainments level (score 43.33). At significant level 0.05 there is no significant difference between male and female, and also there is no significant difference among visual, aural, read/write, and kinesthetic learning style in critical thinking, while significant difference is founded on three different students’ motivation (Low, Moderate, High) groups on four critical thinking element skills. Hence to support the tendency, the correlation test is conducted. The correlation test shows there is no correlation between critical thinking and students’ motivation (r = 0.155, p = 0.81).

The original input of this study involves in creating a critical thinking structure that can be used to explore the elements of critical thinking in the textbooks. The teachers, who are concerned with the improvement of students’ critical thinking skills, can also use this structure as a guideline. This study attempts to find out the extent to which critical thinking has been manifested in the two selected English textbooks, Punjab Textbook Board (PTB) and Oxford Progressive English (OPE) taught at secondary level in different Pakistani schools. It is the text that determines how effectively the critical thinking and knowledge is being developed in the learners. Both critical thinking and knowledge are the need of students at secondary level and these skills are essential for the English Language classrooms. These skills enable the students to learn concepts more thoroughly and without this learning outcome cannot be achieved. The questions given at the end of chapters of English textbooks (PTB) and (OPE) have been qualitatively analyzed. The proposed model of critical thinking used by Janpha Thadphoothon (2005) has been employed in this study. The findings of the content revealed that both text books contained the elements of critical thinking helpful in enhancing the knowledge of the students. The PTB textbook covers 25.37% and OPE covers 43.18% of critical thinking content for the secondary students. The findings revealed that the textbook published by OPE is playing a more significant role in developing critical thinking and enhancing knowledge in the students as compared to the PTB textbook.

Hypothesis Research Question: Does participation in a simulation program as part of orientation improve critical thinking skills of newly licensed nurses? Role transition presents a challenge not only for newly licensed nurses (NLNs), but also for healthcare organizations in designing orientation programs that meet the learning needs of the NLN. NLNs are not expert nurses, they are advanced beginners that require a supportive environment to integrate the role, develop critical thinking, clinical and interpersonal skills and reshape their values (Santucci, 2004). NLNs are entering practice in an era where they are expected to function in a challenging, complex and technologically advanced environment with expectations to become competent and confident in a short period of time. Because of the steep learning curve experienced during the first twelve months of practice for a NLN there is a high level of stress and anxiety especially around situations which require critical thinking (Duschner, 2008). Methods A convenience sample of 53 NLNs was recruited from an academic teaching hospital’s newly licensed nurse orientation program. The Advisory Board’s Critical Thinking Diagnostic Tool was used to measure five elements of critical thinking which included: problem recognition, clinical decision making, prioritization, clinical implementation and reflection. Frequency and descriptive statistics and uni-variate and bi-variate statistics were used to aNew South Waleser the research question, “Does participation in a simulation program as part of orientation improve critical thinking skills of newly licensed nurses?” Results The Critical Thinking Diagnostic Tool was scored according to author recommendations. The average overall critical thinking scores at 10-weeks were 119.22, at six months 128.01 and 12-months 131.85. T-tests were run between NLN and unit based educator scoring for each time period; average total scores over time were not significantly different between NLN and educator assessments. Differences between total scores over time indicated a statistically significant increase in critical thinking scores between 10-week and 6-month assessments and between 10-week and 12-month assessments with P-value < 0.0001,95% CI (-12.69, -4.895) and P-value <0.0001, 95% CI (-16.830, -8.433) respectively. Conclusion NLNs and unit-based educators had very similar rating patterns with no significant difference between the two groups. A statistically significant increase in all five elements of critical thinking was demonstrated between 10-week assessments and 6- and 12-month assessments. Therefore, this study concluded that NLNs who participated in a simulation program as part of orientation have improved critical thinking skills at 6- and 12-month intervals. Moreover, simulation should be considered in NLN orientation programs.

This paper introduces the way to solve some inorganic chemistry exercises by using the graphic method of calculation for teaching chemistry in high school. We have divided them into 7 types of exercise involving in the use of graphs to find the solution methods. Based on these ways, the authors have built 9 Sample Problems. On that basis, the authors compiled 15 drilling exercises for Test Yourself which are used for teaching and self-studying inorganic chemistry in High School.

Are Math-Oriented Critical Thinking Elements in Civil Engineering Workplace Problems Significant?: Insights from Preliminary Data and Analysis

ABSTRACTWe live in a time of global crises: a deteriorating environment that is struggling to provide all the resources and services we demand of it, changing climate and its consequences for the biosphere, its habitats, inhabitants and biodiversity, conflicts‐divisive ideologies‐competition for resources, increasing societal inequalities and human deprivations, and a youth mental health pandemic, to name but just a few. Most of these crises are self‐made, the result of human decisions, and their acceptance/toleration by society. Policies and practices at all levels of society that created, exacerbate and launch new crises are, at worst, self‐serving and, at best, faulted through a lack of understanding. In democracies, citizens can hold decision‐makers to account but, to do this, they must understand the issues and be able to imagine better policies. We also live in a digital world in which a flood of mostly inconsequential information and misinformation pollutes our brains, enhancing pre‐existing biases and creating new ones, and numbing our mental ability to think clearly and reach sensible decisions. But sensible decisions are urgently needed at all levels to fix problems and reduce future self‐harm. Sensible decisions require sourcing the best available relevant information, and a process to convert information into understanding, understanding into clear decision options, and the choice of a decision option that leads to an action that represents best practice. Critical thinking is the enabling cognitive process of this decision pathway, because it selects the best available information through demanding evidence‐basing, seeks critical discourse between experts and stakeholders that agnostically explores solution space to find plausible options, and whittles down options inter alia through plausibility, due diligence, bottleneck analysis, cost‐benefit analysis, and benchmarking filtering. Crucially, it rejects biases, influencing factors, and other constraints on options, and is an effective barrier to the information flood. The problem is that critical thinking capacity is not widely available among either decision makers or stakeholders. There is an urgent need to rapidly roll out effective education programmes in which critical thinking teaching is solidly embedded. Since biases accumulate with age, the teaching of critical thinking must begin with the very young. However, the very young are not able to comprehend the complex abstract issues underpinning critical thinking. Embedding the teaching of critical thinking in a suitable educational context, and integrating it into curricula, is another challenge. To address these two challenges, the International Microbiology Literacy Initiative is developing a storytelling programme for children, called the Critical Thinking MicroChats Gallery, within the curriculum of societally relevant microbiology it is creating. MicroChats illustrate the principal practical elements of critical thinking, like bottlenecks, cost: benefit, benchmarking, the need for discussions and other points of view, employing readily relatable, relevant microbially centric scenarios. MicroChats suggest class discussion topics to encourage children to imagine the application of each element in other contexts to reinforce principles and hone critical thinking skills. Critical thinking, and especially the cultivation of the habit of asking ‘why’ and requiring plausible justification for policies/actions, is a shield against bias, prejudice, propaganda, misinformation and the incessant pressures of social media. It promotes a healthy mind and the attainment of the developmental potential of individuals. Increasing critical thinking in society will raise the quality of decision making at all levels and thereby improve sustainability/reduce the human footprint on our planet, and promote the individual sense of responsibility and global citizenship necessary for the improvement of the condition of humanity and its relationship with Planet Earth.

Teacher questioning is crucial for fostering critical thinking in English as a Foreign Language (EFL) classrooms. Understanding how teachers use critical thinking questions is essential for researchers and practitioners seeking to enhance students’ critical thinking skills. This study draws on the Paul-Elder Critical Thinking Model and the Initiation-Response-Feedback questioning interaction model to examine the frequency, strategies, response modes, and feedback standards of critical thinking questions used by senior high school EFL teachers in China. The study involved six EFL teachers and employed classroom observations and interviews as primary data collection methods. Key findings indicated that critical thinking questions accounted for a small proportion of all questions posed in EFL classrooms, with varying emphasis on different critical thinking elements. Repetition was the most commonly used questioning technique, while nominating was the predominant response mode. Feedback on students’ responses primarily focused on clarity. The study offers practical implications for designing questioning strategies to enhance students’ critical thinking skills.