The Effectiveness of Differentiated Learning on Critical Thinking Skills and Student Activeness in Mathematics Learning

Title: Effect of Concept Mapping in Development of Critical thinking (CT) Skills among B. Sc Nursing Students Objectives: To evaluate the effectiveness of concept mapping as a teaching strategy to develop critical thinking skills. Materials and Methods: Pretest, post test control group design was used. The IV year B.Sc nursing students were included as experimental group (n=40) and control group (n=44). The experimental group was given a training to prepare nursing care plans using concept mapping. The training programme was for 12 weeks where the participants were given case study scenarios every week to prepare nursing care plans using concept map. The experimental group and control group were again assessed for the critical thinking skills. The concept maps were evaluated using scoring criteria. Results: In the post test, there was a significant difference in the critical thinking scores of both the groups at 0.05 level. (t=2.16). A significant improvement was identified between the pretest and post test critical thinking scores of experiment group at 0.05 level (t=2.0). Comparison of concept mapping scores of the experimental group in the pretest and post test showed a highly significant difference at 0.041 level. Conclusion: The study was able to show a significant improvement in the critical thinking skills of nursing students. However, the critical thinking scores were poor due to the high standard of the assessment tool. It is needed to develop critical thinking skill assessment tool which will suit the nursing community and further research is required to promote concept mapping as a teaching and learning strategy.

Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.

Critical thinking is essential when navigating, evaluating, and interacting with media; therefore, it is important to investigate if adults’ critical thinking skills can be trained. This paper describes an experiment investigating the impact of video lectures about enthymemes and critical thinking skills on participants’ (N = 176) critical thinking skills, measured by the Watson–Glaser Critical Thinking Appraisal (WGCTA) and on their ability to identify clickbait headlines. Participants were adults recruited through the Prolific Platform, and they were randomly assigned to one of three conditions: an enthymeme lecture, a general critical thinking lecture, or a control condition. The results indicated no significant improvement in critical thinking scores across the conditions, as measured by the WGCTA. Similarly, no significant differences were found in the participants’ ability to identify clickbait headlines. However, a significant positive correlation was observed between higher critical thinking scores and better clickbait recognition. These results suggest that a short lecture-based intervention may not be sufficient to significantly improve adult learners’ critical thinking. Perhaps this study indicates the need for more in-depth or interactive interventions to effectively support media literacy. The material presented here is a kind of counterexample of what should be done. For this reason, it may prove useful in future research to avoid certain experimental dead-ends.

Critical thinking is widely acknowledged as crucial for 21st century learners to be able to tackle the complex tasks arising every day in a rapidly changing world. Earlier critical thinking research has mostly focused on the related micro-skills, which have been criticized as inadequate. Recent studies have placed more emphasis on nurturing the dispositions towards critical thinking. Another trend in critical thinking research is the realization that good performance on generic critical thinking skills tests does not guarantee critical thinking performance in the real world. In line with the recent trends in critical thinking development, educators have shown growing interest in fostering critical thinking skills and dispositions in students through collaborative inquiry in authentic problem-solving contexts. However, empirical research that examines students’ critical thinking behavior while they engage in extended collaborative inquiry is rare. Further, it is not clear whether differences in students’ critical thinking abilities contribute to differences in their engagement and learning outcomes in collaborative inquiry. This study aims to investigate the relationship between students’ critical thinking and the quality of their collaborative inquiry. The study involved a class of secondary two students studying a humanities module through collaborative inquiry involving the use of an online platform. Given the debates over the value of different methods of measuring critical thinking, this study first seeks to explore the relationship between three different critical thinking tests: two standardized surveys on generic skills and dispositions, and a constructed-response test on context-specific skills. Second, this study examines whether students with higher critical thinking scores are better able to apply critical thinking to real-life situations. This is done through analyzing students’ critical thinking behaviors exhibited in the context of authentic problem solving. Third, this study explores the relationship between students’ critical thinking behavior and their knowledge building engagement in the learning process. Finally, this study uses the standardized tests to determine whether there is any significant change in the students’ critical thinking ability after a sustained engagement in collaborative inquiry to tackle an authentic problem. The analysis revealed a number of interesting findings. First, the three critical thinking tests are related but measure different aspects of critical thinking. Second, compared with traditional standardized surveys, the context-specific critical thinking test is a better indicator of the likelihood of the students to autonomously apply critical thinking in authentic problem-solving contexts. Third, critical thinking behaviors exhibited by students contributed to their engagement in knowledge building. Fourth, there was a statistically significant increase in students’ critical thinking dispositions after the extended collaborative inquiry of an authentic problem. The study has both theoretical and methodological implications. The study has both theoretical and educational implications. It deepens our understanding of the relationship between critical thinking and computer-supported collaborative inquiry. This study has provided strong evidence that traditional measures of critical thinking cannot predict the quality of students’ critical thinking engagement in authentic problem-solving contexts. Further, it also provides empirical support the theoretical claim that engaging students in knowledge building activities will enhance their critical thinking skills and dispositions.

Many studies have demonstrated that critical thinking skill increases the academic achievement (Tumkaya, 2011) and improves problem-solving skills (Bowles, 2000; Kucukguclu and Kanbay, 2011) and that students with high critical thinking scores are more successful in professional practices (Bowles, 2000). In addition to these, critical thinking skills take an important place in terms of nursing education as they enable providing reliable, effective and quality nursing care (Daly, 1998; Oerman, 1998; Paul and Heaslip, 1995). It is observed that university education, which constitutes the step before individuals go into the professional life, does not develop critical thinking skills adequately although it has an important function in the personal and professional lives of individuals (Kanbay et al., 2012, Kanbay and Okanli, 2017). Many studies have shown that critical thinking skills of university students are at a low level (Kantek et al., 2010; Akkus et al., 2010; Arslan et al., 2009; Bulut et al., 2009) or generally at a medium level (Beser and Kissal, 2009; Kucukguclu and Kanbay 2011; Korkmaz, 2009; Sen, 2009; Cetin, 2008; Kanbay et al., 2013). Critical thinking skills enable individuals to question and accept the information and to make effective decisions by developing alternative points of view. In this respect, individuals should gain critical thinking skills to be able to critically approach the information at all stages of education from pre-school education to higher education (Akca and Tasci, 2009). This can only be achieved through an educational system aimed at critical thinking (Kokdemir, 2003). For this reason, critical thinking should be explained and developed in the objectives of higher education programs (Ennis, 1997). Based on this whole literature, critical thinking was thought to have significant effects on nursing education, and the answers to the following questions were sought by planning this study with the aim of determining the development of nursing students’ critical thinking skills and academic achievements during undergraduate education and examining the change of critical thinking skills according to descriptive characteristics. • Do the mean scores of the critical thinking skills of students differ according to the follow-ups? • Do the mean scores of the academic achievement of students differ according to the follow-ups? • Is there a relationship between the mean score of critical thinking and academic achievement score according to the follow-ups? • Does critical thinking skill differ in terms of descriptive characteristics according to the follow-ups?

The influence of critical thinking skills on performance and progression in a pre-registration nursing program

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

Monotonous learning activities and a lack of development of critical thinking skills in students cause low critical and creative thinking skills. Based on this, the purpose of this study is to analyze the effect of STEAM Based Learning with Loose Part Media on the Critical Thinking and Creative Thinking Skills of Group B Children. The research method employed in this study is a quasi-experimental design. The design of this study employs a post-test-only control group design. The population in this study consisted of 5-to 6-year-old kindergarten students, with a sample size of 30 students. In this study, the sampling technique employed was purposive sampling, with a total sample of 30 students. The method used in collecting data was a test. The instrument used for data collection was a checklist sheet with a rating scale. The data analysis technique used the t-test. The results of the study showed a significant difference between the experimental group and the control group in terms of critical thinking skills. The average difference value (indicates that the average score of children's critical thinking skills in the experimental group given treatment is higher than that of the control group. Second, there is a significant difference between the experimental group and the control group in terms of creative thinking skills. The average difference value indicates that the average score of the children's creative thinking skills in the experimental group, given the treatment, is higher than that of the control group. It is concluded that the STEAM approach, assisted by Loose Parts media, has a positive effect on improving critical and creative thinking skills in children in Group B.

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Rina Wahyuningsih, Dwi Listyorini, Ibrohim Ibrohim; Research-based ecosystems and water pollution electronic module with problem-based approach improves students' critical thinking skills. AIP Conf. Proc. 10 January 2023; 2569 (1): 020043. https://doi.org/10.1063/5.0112990 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAIP Publishing PortfolioAIP Conference Proceedings Search Advanced Search |Citation Search

In an ever-changing world, we have been witnessing many developments in our lives. A way to keep up with these developments will be possible through necessary skills such as critical thinking. In the literature, art education is suggested specifically as a contributor for creative skill development and critical thinking skills. The objective of this study was to examine and evaluate students’ critical thinking skills based on undergraduate subject area of study. Accordingly, students’ critical thinking skills were examined within critical thinking sub-dimensions in addition to variables of gender, age, and year of study. The sample groups consisted of undergraduate freshman and senior students studying Art Education and History. The study was structured according to the relational screening model, and the Cornell Critical Thinking Test Level Z (CCTT-Z) was used to measure critical thinking skills. Results of the study revealed that, critical thinking skill levels of the students were low in both cohorts and there was no statistically significant difference according to study areas. The results also showed no meaningful difference in critical thinking skills of freshman and senior students within the group who are studying Art Education. Similarly, demographics such as gender and year of study made no particular difference in terms of students’ critical thinking scores. The cohort of 25-30 age group showed a relatively positive difference in terms of age variable as compared to other cohorts. It was concluded that critical thinking skills could be supported by means of designing a curriculum that encourages and develops critical thinking skills and creative thinking through specific educational strategies.

It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group.

Student cognitive diversity can be a barrier to enhancing critical thinking and science process skills. The TaRL-based DSI model addresses this by facilitating learning for students at different cognitive levels. This research aims to determine the effect of the Differentiated Science Inquiry (DSI) model based on the Teaching at the Right Level (TaRL) approach, on eighth-grade junior high school students' critical thinking and science process skills in the context of vibration and wave concepts. A non-equivalent control group design was used to address varied learning needs, with 55 students purposively selected for experimental and control groups. Data were collected using essay-based critical thinking tests and multiple-choice science process skills assessments. The DSI model applied four inquiry levels: Demonstrated Inquiry, Structured Inquiry, Guided Inquiry, and Self-Directed Inquiry based on students' initial abilities. Data were analyzed using descriptive and inferential methods. The average critical thinking skills in the experimental group after treatment were 13.04, and in the control group were 10.1. The average science process skills in the experimental group were 19.77, and in the control group were 18. The research results confirm that the TaRL-based DSI model significantly enhances students' critical thinking and science process skills at a significance level of α = 0.05. This research is expected to help educators implement the DSI model to accommodate diverse learning needs and enhance crucial skills in science education.

This study aims to determine the mathematical critical thinking and communication skills of high school students in trigonometry materials. This research uses descriptive qualitative approach. Subjects were randomly selected from 10th grade as many as five students. The instrument used was a test of critical thinking skills, communication, and non-tests in the form of an attitude scale questionnaire of 16 statements. The results showed that students had critical thinking skills and communication in the low category. Students are not able to complete trigonometry questions completely. This is because students are poorly trained in solving trigonometric problems with non-routine questions. Based on the findings, it can be concluded that: (1) mathematical critical thinking skills of five students of class X on trigonometry material are still relatively low. (2) Mathematical communication skills of five students of class X on trigonometry are still relatively low. (3) There is a relationship between critical thinking skills and mathematical communication of students. (4) And students’ attitudes toward mathematics learning, tests of mathematical critical thinking, and communication skills on trigonometric material are good. So the critical thinking skills and mathematical communication of five students in trigonometry material are still lacking because students have difficulty in modeling trigonometry problems, and stuck with modification questions because many students are not able to complete the answers to the questions given.

Background: Attention to children's nutrition is important; since they are the most sensitive and vulnerable group in the community against malnutrition and food shortages. Therefore, this study aims to design, implement, and evaluate the effect of educational programs based on (philosophy for children) on thinking skills about healthy breakfast consumption of sixth-grade elementary school students in Yazd. Methods: The present clinical trial study was performed on 120 sixth-grade students of public schools in Yazd. Data were collected using a researcher-made questionnaire in control and experimental groups before and after the educational program. Results: The results showed that the mean score of critical thinking after the intervention (38.7 ± 81.1) in the experimental group (EG) increased compared to before the intervention (29.2 ± 96.4), which was statistically significant (P < 0.001). Based on the results, the difference observed in the mean score of critical thinking, caring, and creative thinking of sixth-grade students before and after the intervention in the two groups was significant (P < 0.001). On the other hand, the mean score of students' critical, caring, and creative thinking in the EG increased. In other words, the designed educational program improved all three skills in the EG. The mean scores of critical, caring, and creative thinking of sixth-grade students in the control group (CG) before and after the educational program in two stages were not significant (P > 0.05). Conclusion: According to the obtained results, the implementation of philosophy education programs for children raises the level of critical thinking, caring, and creative skills in students to eat a healthy breakfast. Therefore, increasing philosophical thinking in students and improving the studied skills through education, even virtually, can be very valuable and effective.

The implementation of monotonous learning that lacks active student participation can contribute to the low critical thinking skills of students. This research aims to enhance students' critical thinking skills through the application of project-based learning (PjBL). The study evaluates the extent to which students' critical thinking skills can be improved through the implementation of PjBL. The research employs a Quasi-Experimental method. The study subjects consist of two groups: the experimental group, which utilizes the PjBL, and the control group, which follows a conventional model. Overall, after conducting prerequisite tests and hypothesis testing, a significant difference in critical thinking scores is observed between the experimental and control groups. Students are provided with the opportunity to exercise their critical thinking skills during the execution of project tasks. Consequently, it can be concluded that the PjBL model positively impacts the essential thinking abilities of 11th-grade machanical engineering students in creative products and entrepreneurship subject.