Critical Thinking Research Articles

시나리오기반 시뮬레이션실습 교육의 효과와 경험에 대한 연구

Objectives The purposes of this study were to investigated the effectiveness of scenario-based simulation prac-tice education for nursing students. Methods Data were collected through a questionnaire from 169 senior nursing students enrolled at a university in J city between April 15 and June 30, 2024. Quantitative data were gathered from these students, and qualitative data were collected through focus group interviews with 15 students who consented to participate. The quantita-tive data collection was conducted in two phases, pre- and post-surveys, using self-report questionnaires to as-sess problem-solving skills, critical thinking disposition, self-directed learning ability, communication skills, and grit. The data were then analyzed using descriptive statistics and paired t-tests. Qualitative data collection was conducted after the course grades were fully disclosed, as they could influence the research outcomes. Focus group interviews were held with three groups, each consisting of five students, and each interview lasted between 1.5 to 2 hours. The interview questions were provided in advance to allow participants time to reflect. During the qualitative data collection, four researchers took on roles as a moderator, two recorders, and one observer. All in-terviews were recorded and documented. Results In this study, quantitative research results showed that after scenario-based simulation practice educa-tion, nursing students' problem-solving abilities (t=-8.02, p=<.001), critical thinking disposition (t=-6.86, p=<.001), self-directed learning abilities (t=-6.10, p=<.001), communication skills (t=-3.62, p=<.001), and grit (t=-7.26, p=<.001) significantly improved. The qualitative research results, obtained through focus group inter-views, revealed three themes: the coexistence of positive and negative feelings towards the new educational method, the expansion and growth of knowledge through new educational experiences, and self-reflection through role experiences. Conclusions Through scenario-based simulation practice education, students had diverse experiences and showed improvements in cognitive aspects such as problem-solving abilities, critical thinking disposition, and communication skills. It was also confirmed that the integration of theory and practice and clinical performance abilities were enhanced. This study suggests that there is a continuous need for research comparing scenar-io-based simulation practice education with other teaching methods, involving comparison and control groups.

Development of a framework of potential adverse effects of interventions to improve critical thinking about health choices: A mixed methods study.

Background People need critical thinking skills to make well-informed health choices and avoid waste and unnecessary suffering. However, educational interventions can have adverse effects, which is often overlooked. We created a framework of potential harms of interventions to improve critical thinking about health choices. The objective was to identify potential effects and articulate potential mechanisms. We intended to use the framework to inform the development and evaluation of an intervention in Kenya, Rwanda, and Uganda. Methods We created an initial framework drawing on two earlier frameworks. We surveyed external experts using Likert-scale and open-ended items, including researchers, educators, and others, in a variety of relevant fields. We emailed the survey to an international advisory network, and all other experts recommended by respondents. We analyzed the quantitative data using descriptive statistics. We conducted a thematic analysis of the qualitative data. We revised the framework based on those results. To identify any effects missing from the revised framework, we individually interviewed a convenience sample of one teacher from each of Kenya, Rwanda, and Uganda. Results We received responses from 38 of 70 external experts (54%). The quantitative survey data suggested respondents agreed with the initial framework overall. However, the qualitative data led to substantial revisions. The revised framework consists of categories of adverse outcomes; outcomes within each category; sub-outcomes; individuals, groups, and populations that might experience each adverse outcome; beneficial outcomes corresponding with adverse outcomes; and potential mechanisms of adverse effects. There are six categories: decision-making harms, psychological harms, equity harms, group and social harms, waste, and other harms. In the interviews with teachers, we did not identify any effects missing from the revised framework. Conclusions As far as we know, the framework is the first tool of its kind for education research. It can be improved upon and adapted.

ChatGPT: a force for good? Using the I.D.E.As framework to ’develop and empower’ students

Generative artificial intelligence (GenAI) tools (for example, ChatGPT) are a specific application of artificial intelligence which generate novel content in response to questions or instructions. Their use in education has generated diverse responses. Critics express concerns that they might discourage students from engaging in independent analysis, evaluation and problem-solving, and hinder the development of critical thinking skills (Farrokhnia et al., 2023). Another concern is the potential effect on the development of meaningful student-teacher and peer-to-peer interactions, important in fostering student belonging, and developing communication and social-emotional skills. Conversely, supporters see these tools as valuable resources providing instant access to tailored information, facilitating personalised learning experiences and promoting student engagement. They argue that rather than undermining higher-order skills like critical thinking and evaluative judgment, GenAI tools can enhance their development. Some propose they may even help address the ‘awarding gap’ (Fido and Wallace, 2023), with students using such tools as a ‘dialogic tutor’, to personalise learning and so develop their knowledge and understanding (Compton, 2023a). The presentation introduced the ‘I.D.E.As framework’ (Hack, 2023), a resource developed to help structure thinking and curate ideas regarding using GenAI tools in learning and teaching. The session explored ways in which GenAI tools may be used as a ‘force for good’, to enhance the student learning experience and support their individual learning development. Resources to ‘develop and empower’ students as independent learners were shared, providing an opportunity for attendees to reflect on how/whether they might be incorporated into their own learning and teaching contexts.

Enhancing Critical Thinking in Middle School Students: Comparing Problem-Based Learning and Search, Solve, Create, and Share Models

Critical thinking skills (CTS) can be enhanced through instructional models. The chosen model should be problem-based and student-centered. The problem based learning (PBL) and search, solve, create, and share (SSCS) models meet these criteria. This study aims to compare the potential of the PBL and SSCS models to enhance students' CTS on the topics of soil and life sustainability. Data collection techniques included interviews, questionnaires, observations, and tests. Data analysis techniques involved descriptive quantitative techniques, percentage analysis, validity and reliability tests, normality tests, homogeneity tests, Wilcoxon tests, and N-gain tests. The validation of the devices received very valid criteria. The N-gain test in the PBL class received moderate criteria, and the SSCS class received high criteria. The results showed that both models could improve students' CTS, but the two classes had different levels of CTS improvement. The treatment using the SSCS model resulted in higher CTS compared to the treatment using the PBL model. The PBL model can enhance higher CTS in the inference aspect, while the SSCS model can enhance higher CTS in the interpretation, explanation, and self-regulation aspects

Ethnic studies and student development: Cultivating racially marginalized adolescents' critical consciousness.

There is debate around offering ethnic studies to high school students. Ethnic studies connects learning to students' lives and analyzes the workings of racism to construct avenues toward equity. As the debate unfolds, it is critical to examine ethnic studies' implications for youth development and the mechanisms that link it to student outcomes. One of ethnic studies' long-stated goals is fostering students' critical consciousness. Critical consciousness refers to critical reasoning around inequality (critical reflection), motivation to challenge inequality (critical motivation), and action taken to disrupt inequality (critical action). Little research has examined youth critical consciousness development within ethnic studies-a consciousness-raising system. Consequently, this longitudinal mixed-methods study examines students' critical consciousness development in ethnic studies and sheds light on the contextual characteristics (i.e., critical school socialization) that foster critical consciousness. Analyses of 459 ninth-grade students' (52% girls, 4% nonbinary; 1% Asian, 1% Black, 4% multiracial, 64% Latinx, 7% Native American, 15% described their own race, 7% skipped the question; Mage = 13.92) survey data, and focus group data with 19 students, revealed that ethnic studies-enrolled students grew more in their critical reflection than nonenrolled students. However, the quantitative data demonstrated decreasing critical motivation among all students, whereas the qualitative data suggested emergent critical motivation among ethnic studies-enrolled students. Furthermore, critical school socialization and teacher pedagogy were key to ethnic studies consciousness-raising. Altogether, this study highlights that ethnic studies fosters youth critical consciousness-a worthwhile outcome that should be considered in policy debates about ethnic studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The influence of physical activity, interpersonal intelligence, emotional intelligence on physical education academic achievement of elementary school students

Background and Study Aim. Physical Education not only develops physical aspects but also critical thinking, reasoning skills, and affective aspects, including social skills and personal traits like caring and cooperation. The study aims to examine the effect of physical activity, interpersonal intelligence, and emotional intelligence on the academic achievement of Physical Education Elementary School Students. Materials and Methods. The research uses a quantitative, correlational approach. The study population consisted of 102 elementary school students aged 9-12 years (54 males, 48 females). The physical activity instrument used was the Physical Activity Questionnaire for Children (PAQ-C). The interpersonal intelligence instrument was adapted from the Anderson Social Insight, Social Sensitivity, and Social Communication dimensions. The emotional intelligence instrument was the “Emotional Quotient Inventory: Young Version (EQ-i: YV). The statistical analysis was conducted using SPSS (Statistical Package for Social Science) version 21 software. The level of statistical significance was set at p-value <0.05. Results. The results showed that: (1) physical activity has a significant effect on the physical education academic achievement of elementary school students (p-value 0.006 <0.05). (2) Interpersonal intelligence has a significant effect on the academic achievement of physical education elementary school students, (p-value 0.000 <0.05). (3) Emotional Intelligence has a significant effect on physical education academic achievement of elementary school students, (p-value 0.005 < 0.05). Conclusions. In particular, learners who exercise show greater intrapersonal and emotional intelligence, adaptability, and mood compared to those who do not exercise in an organized way. Physical education teachers are expected to assign physical activities for students to complete at home under parental supervision, with the results reported to the teacher for an additional assignment grade.

Industry 4.0: skills for the future and learning development

The world and the workforce are changing with the rise of Industry 4.0, or the Fourth Industrial Revolution, with a shift towards automation and digital technology, and this is coupled with other global shifts such as the climate crisis. Organisations such as the World Economic Forum, the International Labour Organisation, and Skills Development Scotland believe Industry 4.0 will change the way we work and live, with implications for everyone. These organisations argue that we need to become lifelong learners and develop future-ready skills, most notably adaptability, creativity, critical thinking, and problem-solving. But what does this mean for Learning Developers? Firstly, we need to consider how and if our own roles will change, and secondly the impact this will have on our learners and what (if any) changes we should make to support them. I used the following prompt questions to start the discussions: Should Learning Developers be concerned about Industry 4.0? What are future-ready skills and are these already embedded in higher education? Should Industry 4.0 impact the way Learning Developers think about lifelong learning?

Effectiveness of Think-Pair-Share and STEM Models on Critical Thinking in Early Childhood Education

Effectiveness of Think-Pair-Share and STEM Models on Critical Thinking in Early Childhood Education

Co-Creation through scholarship. The Queen Mary Academy learner interns' programme

Since 2021, the Queen Mary Academy (QMA) at Queen Mary University of London has been running its Learner Interns Programme (LIP). The aim of the LIP is to support educators to undertake student-voice scholarship projects in collaboration with our diverse learner population by annually hiring interns to work on projects. In 2023-24, over 140 applications were received. The poster will discuss how learning and development, for both staff and students, occurs via instigation of such research projects, valuing learner expertise and agency. Student engagement is an element of the Queen Mary Academic Careers Framework which supports academic career paths, and engagement with the LIP has the potential for educators to develop evidence for this. Examples showed how educators deepen their approach to reflection and identified opportunities to leverage research avenues with students as active partners, contributing to their scholarly profiles. As a complimentary point, examples of how interns develop critical thinking and communication skills within academic contexts were shared, covering how interns’ exposure to research helps prepare them for professional roles. The origin and evolution of the LIP was outlined, alongside approaches to intern recruitment, onboarding, co-responsibility training, and community building, that subsequently provide opportunities for the professional development of support colleagues who are involved. Delegates took away ideas around valuing students as partners within structured internships, with direct quotes from educators and support colleagues describing the impact this initiative has had on their professional development. This approach was displayed as an effective example of educational learning development, underpinned by student involvement, for which others may wish to copy its approach or explore potential future collaborations with Queen Mary.

A Systematic Literature Review: Development of Physics Learning Research with Project-Based Learning Model in Indonesia

Project based learning (PjBL) plays a crucial role in helping students develop 21st-century skills. This study aims to assess the development of PjBL implementation in physics education in Indonesia through a systematic literature review. By analyzing articles published between 2017 and 2023, this research employs identification, screening, and in-depth analysis techniques to evaluate the content. Inclusion and quality assessments of the articles are conducted meticulously to ensure accuracy and avoid bias. A total of 24 relevant articles were identified, with most studies being experimental and involving high school students with sample sizes ranging from 22 to 48 students. The most common research instrument was tests, focusing on fluid topics, and the frequently measured variable was students' creative thinking skills. PjBL is often integrated with the STEM approach. Recommendations from this review include the development of PjBL on a wider range of physics topics and more comprehensive measurement of students' skills. Teachers are also advised to manage time allocation effectively when implementing PjBL. The limitation of this study is its exclusive focus on PjBL in Indonesia. Further research is recommended to explore the application of PjBL in enhancing critical thinking, problem-solving, and student literacy in less commonly tested physics topics such as Newton's Laws, Temperature and Heat, Electromagnetism, Light, and Waves

Empowering scientific literacy skills through an integrated SSCS learning model with RQA strategies

Understanding science is needed in the context of scientific literacy. Scientific literacy cannot be separated from the role of reading literacy. Literacy is a prerequisite component so that students can have four life competencies namely Creativity, Critical Thinking, Collaboration, and Communication (4C). This research is quasi-experimental research with a pretest and post-test non-equivalent control group design. The population is students from SMP Negeri 9 and 17 with a class VIII sample of 105 students. The instrument for assessing students' scientific literacy skills is in the form of multiple-choice tests and essays prepared to represent indicators of scientific literacy, namely: 1) identifying scientific problems/phenomena, 2) interpreting data and drawing conclusions, 3) understanding science concepts, and 4) applying science concepts to life. Data on students' scientific literacy abilities analyzed using the t-test. using the SPSS ver. 20. The research results obtained show that there is a difference in scientific literacy between the SSCS model treatment group integrated with RQA learning strategies and the conventional model. The SSCS+RQA class experienced an increase of 52.48%. The significant increase changed the scientific literacy category from low to very high. Meanwhile, the RQA control class experienced an increase of 33.89%. This increase was also able to change the scientific literacy category from low to high.

CRENÇAS: UMA ARENA FÉRTIL DE PESQUISA

This research aimed to investigate whether the object of analysis beliefs about teaching and learning processes continues to warrant attention. The results indicated the need to encourage students to reflect on this rich field of research and guide them to think about possible discussions relevant to their future teaching reality, by observing hypothetical examples with critical thinking, identifying problems, and reflecting on potential solutions.

Sustainability Awareness and Behavior of Management Accounting Students: Basis for Course Activity Development

Sustainability refers to both the planet’s health and humanity’s future well-being, encompassing actions humans take to prevent the depletion of natural resources. Education for Sustainable Development (ESD) plays a vital role in course curricula by helping students develop critical thinking, decision-making, socio-emotional, and behavioral skills. This study examined the awareness and behavior of BS Management Accounting (BSMA) students regarding the three pillars of sustainability as well as the relationship between sustainability education and their awareness and behavior. Using the Knowledge-Attitudes-Practices (KAP) and Knowledge-Attitude-Behavior (KAB) frameworks, this quantitative descriptive research collected data from 349 out of 399 BSMA students (87.47% participation rate) enrolled during SY 2023–2024 at the University of Saint Louis, Northern Philippines. The results revealed that students were generally aware of sustainability and exhibited positive attitudes toward sustainable practices. Enrollment in the SASA 1013 course significantly increased sustainability awareness, but neither year level nor course enrollment had a significant impact on actual sustainability behavior. This study offers insights into the relationship between students’ sustainability awareness and their behavior across the three sustainability pillars. The novelty of this research lies in its focus on BSMA students and the specific role of the SASA 1013 course in fostering sustainability awareness. The study concludes with recommendations for curriculum development and policy initiatives to further promote students’ long-term sustainability awareness and behavior.

Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings.

To adapt to medical school, students need to change their approaches to learning and study. Transformative learning through critical reflection on disorienting learning experiences supports perspective change to direct new activity. We explored how portfolio meetings support changes in students' perspectives towards learning and study during the transition to studying medicine. This qualitative mixed methods study explored changes in medical students' perspectives before and after two portfolio meetings with a mentor during the first year of medicine. Adopting a constructionist approach, we analyzed interview transcripts and written reflections from a diverse sample of students using reflexive thematic analysis. The findings were integrated during analysis. Transformative learning theory was our interpretive lens. Our analysis revealed five themes. Two themes represented students' initial apprehension about portfolio meetings: The Disclosure Dilemma and A Question of Priorities. The theme "Seeing the Big Picture" described new perspectives from reflection on learning while preparing for meetings. Clarity from Dialogue described changed perspectives to learning and study after meetings. In the theme Dialogue Disappointment, meetings perceived as unhelpful led to persisting doubts about the value of portfolio meetings. Transformative learning was evident when students described new insights into their learning leading to goal-setting and new study strategies. When initial meetings were helpful, doubts about portfolio meetings were dispelled, enhancing student engagement in future meetings. Not all meetings were transformative, highlighting the importance of student and mentor preparation and training. Further research is needed to determine whether early portfolio experiences shape later engagement in clinical contexts.

Critical learning development and the crisis of the university: a collective consideration

This participatory session concerned consideration of the ‘critical turn in LD’ (Syska and Buckley, 2023: 107), manifest through an emerging critical LD movement – as centring an academic literacies approach (Hilsdon, 2018; Asher, 2022, 2023a; Dhillon, 2023; Rooney, 2023) – as a response to ‘the crisis of the university’ (Bacevic, 2017). The focus is on the positionality of LD/LDers within the increasingly neoliberal university, and to this critical learning development movement. Time and space are provided for sharing experiences, worries and hopes for LD/HE and to collectively explore the contemporary realities/trajectory of LD/HE – and alternative futures. The central cause of the crisis of UK HE, exacerbated by government and senior management responses to COVID-19, is intensifying and accelerating processes of the ‘deep neoliberalisation’ of the public university – reflected in industrial action concerning ‘pay devaluation; pay inequality, based on gender and race; excessive workloads; and casualisation’ (Hall, 2020a). The session explores where LD/LDers are positioned within the HE crisis, before considering how critically oriented LD/LDers who believe HE should be a social and public good can best respond to the crisis, while connecting such to wider contemporary societal and global crises. Specifically: How might LD/LDers respond to different contexts of crisis in ways that encompass LD’s developmental/pedagogical ethos, emancipatory values and empowering academic literacies approach (Syska and Buckley, 2023; Webster, 2019)? How do we link with wider critical educational theories, practices, communities and struggles? What might be the role of critical Learning Development and academic literacies? The objective is critical reflection on contemporary LD/HE contexts – with take-aways, as thus grounded in actual lived experiences of the crisis, including: Developing understandings as to self, team and LD contemporary positionality. Considerations of possible actions and next steps, including the potential for an ALDinHE CoP focused on critical LD and academic literacies.

The future of tourism: an interview with Leslie Vella about the future of tourism in Malta

PurposeAs the Journal of Tourism Futures celebrates its 10th Anniversary, Dr Ian Yeoman (Hotel Management School Leeuwarden) interviews Leslie Vella (Malta Tourism Authority) about the future of tourism in Malta, drawing upon a series of scenarios as a reflective learning tool.Design/methodology/approachA personal interview.FindingsThe interview discusses the future of tourism in Malta raising issues and reflections, through four scenarios that portray the Mediterranean island: Scenario 1: A Regenerative Future – Reposition, Realignment and Refocus (Transformation), Scenario 2: A Sustainable Pathway – Adaption and Innovative Growth (Growth), Scenario 3: Europe’s Second Class – Second Choice Destination (Stagnation) and Scenario 4: No Tourism (Collapse).Originality/valueUpon critical reflection, scenarios can be seen as a powerful learning device to frame, surface and discuss issues associated with tourism, in this case in Malta.

Climate change and economic growth: Some critical reflections

Global warming may affect the economic development and, thus, the welfare of people around the world. Therefore, the economic effects of a changing climate should be known in order to be able to design appropriate policy responses. In the economics literature, one research field empirically analyzes the growth effects of global warming. But often those studies do not account for economic variables that have turned out to be significant in explaining economic growth. In addition, they frequently fail to check for the robustness of their outcomes. This can give rise to biased results regarding the growth process and, therefore, does not necessarily reflect the true data-generating process. Hence, the question comes up: how valid and reliable the results are. Therefore, economic analyses should be undertaken that study the robustness of the results as regards the integration of fundamental economic variables. When policy recommendations are made on how to deal with global warming, we argue that they should be based on robust results only. If that does not hold, economic policy risks being inadequate, giving rise to substantial welfare losses.

The importance of critical reflexivity in a professional business doctorate

ABSTRACT The focus of this study is to research the importance of critical reflectivity in practice-based management research. To achieve this, this paper seeks to demonstrate how candidates on the Doctor in Business Administration (DBA) programme at the University of Gloucestershire, have managed to integrate the dynamic tensions associated with ‘real life’ practice with their scholarly activities. It contends that rather than applying a Cartesian logic to education, the interplay of theory and practice can provide an essential component for studyat a doctoral level. The proposal here is that it is no longer necessary to maintain the thinking that scholarship and ‘real-life’ practice need to have a critical reflectivity ethos embedded into the candidate’s journey throughout the programme. Adopting a qualitative approach, 12 candidates at various stages of their professional doctorate journey were interviewed, including 5 at the submission or viva stage. To inform the interviews the research drew on Heidegger’s three physical placements of ‘ready to hand’, ‘present to us’ and ‘mitsein’ or ‘being with others’ to contextualise the candidates’ experiences. This was also viewed in terms of anticipatory resoluteness. This study also highlights that the DBA, being a practice-based doctorate, needs to embrace the importance of co-production.

“It’s a Bit Tricky, Isn’t It?”—An Acoustic Study of Contextual Variation in /ɪ/ in the Conversational Speech of Young People from Perth

This study presents an acoustic analysis of vowel realisations in contexts where, in Australian English, a historical contrast between unstressed /ɪ/ and /ə/ has largely diminished in favour of a central schwa-like variant. The study is motivated by indications that there is greater complexity in this area of vowel variation than has been conventionally set out in the existing literature, and our goal is to shed new light by studying a dataset of conversational speech produced by 40 young speakers from Perth, WA. In doing so, we also offer some critical thoughts on the use of Wells’ lexical sets as a framework for analysis in work of this kind, in particular with reference to the treatment of items in unstressed position, and of grammatical (or function) words. The acoustic analysis focused on the realisation in F1/F2 space of a range of /ɪ/ and /ə/ variants in both accented and unaccented syllables (thus a broader approach than a focus on stressed kit vowels). For the purposes of comparison, we also analysed tokens of the fleece and happy-tensing lexical sets. Grammatical and non-grammatical words were analysed independently in order to understand the extent to which a high-frequency grammatical word such as it might contribute to the overall pattern of vowel alternation. Our findings are largely consistent with the small amount of previous work that has been carried out in this area, pointing to a continuum of realisations across a range of accented and unaccented contexts. The data suggest that the reduced historical /ɪ/ vowel encountered in unaccented syllables cannot be straightforwardly analysed as a merger with /ə/. We also highlight the way in which the grammatical word it participates in this alternation.

Exploring the impact of project-based learning on critical thinking and soft skills development among Moroccan EFL students

This study examines the effects of Project-Based Learning (PBL) on the development of critical thinking and soft skills among 12th-grade Moroccan EFL students. The study used a qualitative research design and involved 24 students who participated in a PBL unit focused on addressing child marriage. Data collection methods included focus group discussions and reflections from the teacher-researcher. The findings show that PBL effectively enhances critical thinking by involving students in activities that require them to learn and apply various skills such as analysis, evaluation, and synthesis of information in real-life situations. Students also reported increased engagement and improvements in critical thinking skills as well as some soft skills, particularly in teamwork and communication. However, the study identified challenges related to time management and unequal participation in group tasks. The study emphasizes the potential of PBL to enhance students’ critical thinking and essential skills in educational settings, specifically in an EFL context. Recommendations of the study include implementing strategies to improve time management and establish clear group roles to maximize the benefits of PBL.