Abstract
With the last two decades, critical thinking has become imperative for integrated students at the workplace. Critical thinking includes the component skills of analyzing arguments, making inferences using inductive or deductive reasoning, judging or evaluating, making decisions or solving problems. Involves both cognitive skills and dispositions, which can be seen as attitudes or habits of mind, include flexibility, a propensity to seek reason, a desire to be well informed, a respect for and willingness to entertain different viewpoints. This paper describes a study to investigate the impact of critical thinking strategies applied to work with students, to develop critical thinking skills. The research was conducted about 6 months, in a technical university, focuses on developing critical thinking skills in part by using complex contextualized problems. Upon conclusion of the study and analysis of the data, we observed significant gain in those skills, measured with the standard instrument: Watson Glaser Critical Thinking Appraisal (WGCTA). The WGCTA has been used to compare students on entry and exit program, make comparisons between different levels and investigate the correlation between critical thinking and variables. All test items include problems and arguments based on situations experienced in the daily workplace, classrooms, social media and others. The tool has five subsets designed to evaluate different elements of critical thinking, comprise deduction, inference, the relevance of assumptions, interpretation, and evaluation of arguments.
Highlights
We live in a century of unlimited speed, technology and excessive information that overwhelm us all the time
The aim of the study is to demonstrate that the development of 21stcentury competencies in students, especially critical thinking skills, can be organized in the ordinary teaching activities, but capitalizing on challenging learning designs for students
As all the results obtained for each group, both in the pre-intervention and post-intervention phase, both in the Kolmogorov-Smirnov and Shapiro-Wilk tests, are statistically insignificant, it follows that the variables are normally distributed, which is apply ANOVA tests
Summary
We live in a century of unlimited speed, technology and excessive information that overwhelm us all the time. Technology is progressing, trades are changing, and today's students need to be able to cope with progress, but above all market demands. Learning is a complex cognitive process and an intro- and interpersonal social activity; the teacher is no longer the magician who conveys information and shapes brains, forms skills, and characters. Students form transferable skills, assume roles in a team, develop prosocial behavior, develop the competence to learn to learn, develop conceptual maps, develop critical and creative thinking. Taylor etc.), Stan (2004) believes it seems to be the postmodernization of the school, the changes of the teachers' conception regarding their role and the school, accepting students' individuality with everything they have today. The postmodern concept of the world allows educators to conceive a way out of the confusion of contemporary education, which is too often characterized by violence, bureaucracy, curricular stagnation, depersonalized assessment, political conflict, economic crisis, infrastructure decline, emotional fatigue, demoralization and lack of hope
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