California Critical Thinking Disposition Research Articles

The influence of using instagram on EFL learners’ critical thinking in language institutes

This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

Structured diary introspection training: A kind of critical thinking training method can enhance the Pro-C creativity of interior designers

Pro-C creativity refers to professional creativity, which plays a key role in designing novel and practical works for designers in practical work. In order to verify the significance of critical thinking and Pro-C creativity and explore how to improve Pro-C creativity through critical thinking training, we carried out two studies. In Study 1, we recruited 58 designers using a longitudinal research approach and employed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) to measure designers' critical thinking. Designers were tasked with completing assignments related to Pro-C level of creativity A, and their creativity was assessed by experts. Through a one-year follow-up analysis, we examined how their critical thinking influenced Pro-C creativity in the design domain. The results of the cross-lagged analysis indicate that scores on critical thinking positively predicted the creativity levels of designers one year later. Study 2 is a controlled intervention study. We developed an intervention program for training critical thinking, named the "Structured diary introspection Training Method", which is based on the online technique. Through a 21-day critical thinking training intervention, the results of repeated measures analysis of variance showed that, compared to the control group, designers in the intervention group scored significantly higher in a creative task related to designing a living room. Our findings support critical thinking as an important predictor of Pro-C creativity in the real world and provide a feasible training program for those who need to improve their Pro-C creativity.

The Relationship Between Nursing Students' Perceptions of Individualized Care and Critical Thinking Dispositions

Aim: This study was carried out to investigate perceptions of nursing students about individualized care and critical thinking dispositions and to analyze the relationship between them. Material and Method: A descriptive correlational design was used in the study. The population of the study included 219 nursing students with clinical experience in the Health Sciences Faculty of a University in Turkey. The study was conducted with 201 students who consented to participate voluntarily in the study. Data were collected using “The Student Information Form”, “The Individualized Care Scale-A- Nurse Version (ICSA-Nurse)”, and “The California Critical Thinking Disposition Inventory (CCTDI)” and analyzed by using descriptive, correlational, and comparative statistical methods. Results: The students’ mean score from the total ICSA-Nurse was 4.10 ± 0.63 and the students’ mean score from the total CCTDI was 215.55 ± 26.18. A significant positive relationship was found between the nursing students’ mean total scores from the ICSA-Nurse and the CCTDI (r: 0.288; p=0.001). Conclusion: The perception of the nursing students about individualized care was at a good level, whereas their critical thinking disposition was low. A significant positive relationship was found between the individualized care perceptions and critical thinking dispositions. In conclusion, as the nursing students’ critical thinking dispositions improved, their perceptions of individualized care would increase positively, as well.

Development of a Moodle-Assisted Guided Inquiry Model for General Biology E-Learning to Enhance the Student' Critical Thinking Dispositions

Critical thinking disposition is a component of higher-order thinking skills required to meet 21st-century challenges. This research aimed to develop a Moodle-assisted Guided Inquiry model (GI-Moodle) for General Biology e-learning and to enhance university students' critical thinking disposition. Fenrich's instructional model was used in this development research. Meanwhile, a quasi-experimental study was conducted at the implementation stage. This study was carried out at the Faculty of Applied Science and Engineering, Undikma. The data were collected using validation sheets and the California Critical Thinking Disposition Inventory. Descriptive quantitative analysis and ANCOVA were done. The results revealed that: the general biology e-learning developed was reliable and valid; students' critical thinking disposition increased from the pretest to the posttest, where the GI-Moodle students achieved better than the WhatApp Group-assisted Guided Inquiry students (GI-WAG) and WhatApp Group-assisted Structured Inquiry students (SI-WAG); the implementation of GI-Moodle and GI-WAG E-learning did not have a significant effect, but it was significantly different compared to the SI-WAG class. In conclusion, GI-Moodle is a viable option for enhancing college students critical thinking disposition through General Biology e-learning. It can be a reference for development in other learning

Effect of WebQuest-based education on critical thinking and academic self-efficacy of midwifery students: Study protocol of a randomized, controlled crossover trial

BACKGROUND AND AIM: Critical thinking fills the gap between theoretical and clinical teaching and increases the power of clinical decision-making. WebQuest is an innovative, learner-centered, and effort-driven learning approach that uses computer technology to engage and motivate learners. In WebQuest, learners are compelled to use the latest information available on the web as a tool to promote higher levels of thinking. However, we did not find a study that used WebQuest to improve students' critical thinking and academic self-efficacy. The aim of this study will be to investigate the effect of WebQuest-based education on the critical thinking of midwifery students. MATERIALS AND METHODS: This superiority randomized, controlled crossover trial will be carried out among fifth-semester undergraduate midwifery students. Participants will be allocated to one of two event groups (A and B) using block randomization. In the first sequence (FS) (four weeks) of study, both groups will simultaneously attend two different education groups (WebQuest and traditional). During the FS, WebQuest will be used to teach group A participants, while group B participants will be treated as the control group (CG) and be taught using a traditional presentation. In the second sequence (SS), the interventions will be crossed over. Participants in both groups will complete the sociodemographic questionnaire, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), and the Academic Self-Efficacy Beliefs Questionnaire (ASEBQ) once before the first sequence of the study, during the washout period, and at the end of the second sequence of the study. The teaching satisfaction questionnaire will be completed at the end of the study. DISCUSSION: The results of this study can be used as a basis for teaching midwifery students using WebQuest as a new teaching method.

Determination of Critical Thinking Dispositions and Communication Skills of Gifted Middle School Students

The purpose of the study is to determine the critical thinking dispositions and communication skills of gifted students, and to investigate whether these students’ critical thinking dispositions and communication skills vary significantly by some demographic variables. This study used the descriptive survey model. The sample, which was determined by using maximum variation sampling, consists of 326 gifted students attending BİLSEMs. To collect data, the “California Critical Thinking Disposition Inventory”, the “Communication Skills Evaluation Scale” with “Information Form” were used. In the analysis, descriptive statistics, t-test, ANOVA and correlation analysis techniques were employed. It was seen that the critical thinking level of the students is medium and communication skills level is high. Their critical thinking does not vary significantly by the variables of gender, birth order, grade level and family type. However, their level of critical thinking was determined to vary significantly by the variables of the number of siblings and mother’s/father’s education level. Their communication skills vary significantly by the variables of gender, grade level, mother’s/father’s education level and the number of siblings but does not vary significantly by the variables of birth order and family type.

Öğretmen ve Öğretmen Adaylarının Eleştirel Düşünme Becerileri Konulu Araştırmaların Sistematik Derleme Yöntemiyle İncelenmesi

The aim of this study is to examine the research on the critical thinking skills of teachers and pre-service teachers using a systematic review methodology. The study includes 26 articles published in Turkey and abroad between 2013 and 2022, as well as 4 master's theses published in Turkey. The research was categorized according to the publication year, type, purpose, method/design, sample level, sample size, data collection tools, data analysis method, and conclusions/recommendations in accordance with the systematic review methodology. The study revealed an increase in research on the critical thinking skills of teachers and pre-service teachers before the pandemic, with a relatively decrease in research during the pandemic. Quantitative designs were largely preferred in the research, with scale-type data collection tools being the most frequently used. The California Critical Thinking Disposition Inventory, developed by Facione, was found to be the most commonly used scale to measure the critical thinking skills of teachers and teacher pre-services. While the objectives of the research were similar, the results differed. In conclusion, there is no consensus in the literature regarding the critical thinking skills of teachers and pre-service teachers. Based on the results of the study, recommendations were made for researchers and teacher training institutions.

A critical issue: assessing the critical thinking skills and dispositions of undergraduate health science students

Critical thinking skills and dispositions are significantly important factors that aid in one’s ability to understand and solve complex problems. Within the field of higher education, critical thinking skills and dispositions are valued and encouraged but are not always fully developed at the completion of the undergraduate degree experience. Those students who are studying to enter the healthcare field are particularly in need of strong critical thinking skills and dispositions in order to provide patients and communities with effective, evidence-based care in the midst of an ever-increasingly complex environment. What program of study a student selects, and the unique curriculum design of that program, may impact the development of these skills and dispositions during undergraduate study. This quantitative study sought to explore and understand the critical thinking skills and dispositions of undergraduate students enrolled in a BS in Health Science (BSHS) degree program, and how these skills in particular compared to the national student population. During the Spring 2022 academic semester, 140 senior-level BSHS students were given the opportunity to complete the California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory. Results show less development in critical thinking skills when compared to the national student population, with Numeracy skills being the most poorly developed, and Truth-Seeking being the most inconsistent disposition possessed by the student participants. The implications of these findings, particularly for faculty who teach students planning to enter the healthcare field, are offered, including recommendations for curricular design and modification.

The role of critical thinking dispositions and depressive symptoms in predicting teacher candidates’ perceptions of ‘teacher self-efficacy’

The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.

Scales used to evaluate critical thinking in nursing graduation

Objective: To analyze the scales used to measure critical thinking in undergraduate nursing students.Methods: Scoping review guided by Joanna Briggs Institute recommendations. Search carried out in November/2021 in five databases and two libraries. Descriptive data analysis.Results: Final sample had 57 articles. 91% (n = 53) adopted a validated scale to measure critical thinking in nursing students, and 9% (n = 4) combined two of them. California Critical Thinking Disposition Inventory, California Critical Thinking Skills Test, and Health Science Reasoning Test were the most used scales. Studies with beginners prevailed, and there were several contexts and research themes. Simulation and concept mapping were the most evaluated teaching strategies, and 59.6% (n = 34) identified an increase in critical thinking after the intervention.Conclusions: Nursing managers and educators have 17 validated scales available to measure critical thinking, a fundamental element of clinical practice.

Crea reflexión: experiencias de aprendizaje en prácticas clínicas

Objective: to design and incorporate a structured instrument for reflective record of clinical practices in e-portfolio format for Nursing Degree students in paediatric clinical practices. Method: a quanti-qualitative prospective longitudinal study; subjects: fourth year Nursing Degree students. Instrumentalization: reflective diaries, rubrics, California Critical Thinking Disposition Scale, Emotional Intelligence Assessment Scale, Wong Law Emotional Intelligence Scale, Bem Sex-Role Inventory, academic-formative tutoring. Sample characteristics will be described with central tendency and dispersion, according to their type and distribution. The assessment of effectiveness will be estimated through the change in scores compared with the patterns of reference of the status previous to training in reflective practice, and the status with training and experience on reflective practice. The tests used for hypothesis testing in these analysis will be bilateral, with a p< 0,05 significance level. Data processing will be conducted with SPSS 25.0. Codes, emerging categories and categorization rules will be identified for the content analysis of records, in order to generate creation of concepts. The AtlasTi-8 program will be used.Expected results: methodological guidelines for reflective practice, evaluation rubrics, digital portfolio. Development in skills on office tools for friendly records and deepening into the knowledge of reflective practice and critical judgment in Nursing Degree students within the setting of paediatric clinical practices

A Study on the Critical Thinking Disposition of English Major Students -- A Case Study of Undergraduate English Majors at S University

This article focuses on undergraduate English majors at S University as research subjects, using the Chinese revised version of the California Critical Thinking Disposition Inventory (CTDI-CV) by Peng Meici. Using SPSS 26.0, the study analyzed the current status of critical thinking disposition among S University students and the differences in scores among different groups. The following conclusions were drawn: Overall, the critical thinking disposition of S University undergraduate English majors is at a moderate to high level, and there are varying degrees of differences among different student groups in terms of gender, parents’ education level, grade, high school type, and whether they have taken the “English Speech and Debate” course. Based on these survey results, corresponding suggestions are provided.

Hemşirelikte Eleştirel Düşünme Dersinin Öğrencilerinin Eleştirel Düşünme Eğilimlerine Etkisi

Purpose: The current study was conducted to determine the effect of the critical thinking course given to nursing students on their critical thinking dispositions. Method: A one-group pre-test post-test quasi-experimental design was used in the study. A total of 58 students who studied at the Nursing Department of the Faculty of Health Sciences of a university in the fall term of the 2020-2021 academic year and selected the elective critical thinking in nursing course were included in the study group. Data were collected by using a student information form and the California Critical Thinking Disposition Inventory. Key Results: Of the students in this study, 44 (75.9%) were female. Also, 37 (63.8%) of them stated that they chose the profession willingly, 41 (70.7%) were found to not participate in social activities, and 51 (87.9%) stated that they were a member of an association. The difference between students’ pre-and post-test scores (220.36 ± 24.72 and 311.74 ± 32.06, respectively) taken from the critical thinking scale was found significant (p &amp;lt; .001). Recommendations for Research and Practice: It can be said that the critical thinking in nursing course affects students’ critical thinking dispositions positively.

Effect of Online Case-Based Teaching Method on Professional Development of Nursing Students

Objective: This study was conducted to determine the effect of online case-based education, as part of distance education, on nursing students’ professional values, professional behavior, problem-solving, critical-thinking skills, and self-directed learning skills.&#x0D; Methods: The study was conducted using a single-group pretest-posttest quasi-experimental design. A total of 58 3rd grade nursing students participated in this study The data before the study were collected electronically with the Google forms application using the personal information forms and scales (Self-Directed Learning Skills Scale, Problem Solving Inventory, California Critical Thinking Disposition Scale, Nurses Professional Values Scale, Nursing Students Professional Behaviors Scale).&#x0D; Results: After online case-based nursing process teaching, the difference in the total mean score of the students in all scales was found to be statistically significant (p&lt; 0.01). It was found that, after the training had been provided through case-based education, the score average of students’ professional values, professional behaviors, problem-solving, critical thinking skills and self-directed learning increased.&#x0D; Conclusion: Use of online case-based teaching is useful for increasing nursing students’ nursing skills in distance education.

Specifics of the students’ critical thinking formation within active learning space

Critical thinking skills are important for personal development and self-realization in professional activity. Thus, this research was aimed at obtaining data about the formation of students’ critical thinking and the professional competencies of the future specialist within hybrid learning. The developed elective course for psychologists and linguists was introduced into the educational system of a higher educational institution. To measure the level of forced critical thinking, the authors used the California Critical Thinking Disposition Inventory (CCTDI), which is specifically designed for undergraduate and graduate students or comparable groups. The findings describe the specifics of the students’ critical thinking formation within hybrid learning. The statistical data analysis showed positive dynamics and a significant increase in the experimental group. The practical testing and experimental validity of the developed course effectiveness gives prospects for further studies of this phenomenon and the practical implementation of innovative technologies aimed at the students’ critical thinking formation within a blended learning model in higher education institutions. The developed optional course within the blended learning model allows creating and practically implementing new educational programs for university students. The research findings also foresee the need for further study of training competent pedagogical staff for the implementation of blended learning.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study

BackgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms.PurposeThis study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.MethodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students’ learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.ResultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.ConclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

Evaluating the effects of simulated interprofessional teaching on the development of clinical core competence in nursing students: a mixed methods study

BackgroundWhile single-method studies have reported on the effectiveness of simulated interprofessional teaching, our understanding of its full effects remains incomplete. Teaching design also provides no relevant theoretical guidance, which reduces the scientific quality and rigor of research. The purpose of this work was to study the effects of the simulated interprofessional education (SIPE) teaching model based on the 3P theory on the course of "Clinical Critical Thinking Training" through a convergent mixed method, and to provide the basis for future teaching design.MethodsA convergent mixed-method design was used, which consisted of a survey and a semi-structured interview. Data collection took place from September 2021 to July 2022. A cluster sampling method was used to select 60 full-time nursing students from a school in China, and randomly divide them into a control group of 36 and an experimental group of 24. According to the principle of voluntary participation, 6 students majoring in clinical medicine and 6 students majoring in pharmacy were recruited to join the experimental group to form an interprofessional team. The students studied “Clinical Critical Thinking Training” together, in which the control group used traditional simulation teaching and the experimental group used SIPE. The CCTDI (California Critical Thinking Disposition Inventory) and AITCS-II Student (Assessment of Interprofessional Team Collaboration in Student Learning Scale) were used for quantitative evaluation before and after the course, and descriptive statistics and Mann–Whitney U test were used to compare the critical thinking and interprofessional collaboration skills of the two groups of students. Semi-structured interviews were used for qualitative evaluation. Thematic analysis was used to understand student development on the basis of inter-professional core competencies and learning experience.ResultsThe students’ interprofessional cooperation abilities and critical thinking scores improved compared with the beginning of the course, but the scores of the experimental group were significantly higher than the control group (p < 0.05). Three themes emerged regarding simulated interprofessional teaching: clarifying team positioning, improving team efficiency, and optimizing the learning experience.ConclusionSIPE can build students' critical thinking, teamwork, and interprofessional core competencies, which makes it a useful teaching design.

Thinking culture and critical thinking dispositions of high school students in Turkish Republic of Northern Cyprus.

This study aimed to investigate the critical thinking disposition levels of the 15-18 age group of secondary and high school students in different educational settings in the Turkish Republic of Northern Cyprus (TRNC). Since culture is an inevitable part of thinking, this study becomes significant since there is no study investigating the thinking culture of youngsters in North Cyprus. After eliciting necessary permissions from the Ministry of Education and ethical boards, 1,130 participants in the age range of 15-18, who were selected by stratified random sampling and who voluntarily accepted to contribute to the study, took part as a targeted audience. Data was collected from six independent areas of North Cyprus. A Turkish version of the California Critical Thinking Disposition Inventory (CCTDI) was used as the main data collection tool and the data was collected via the online MS Teams platform. The study found that, first, most of the participants scored significantly below the desired criteria set by the related literature for the specified age group. Second, gender differences were studied, and girls were found to be more inclined to think critically than boys in terms of six facets of critical thinking except for truth-seeking. Third, an interesting result regarding urban-rural area distinction was elicited in favor of rural areas, which was contradicted by the related literature, and this finding is discussed under the cultural realms of Cyprus. The basic premises behind each finding and their causal associations with culture are elaborated in detail in the discussion section.

The Effect of Critical Thinking Course Carry Out with Distance Education on Critical Thinking Skills and Dispositions

The purpose of this study is to examine the effects of a distance learning course in critical thinking on the critical thinking skills and dispositions of university students. The diversification model was adopted in the study, which was carried out in line with the mixed research method, which combines the results of the data obtained by collecting both quantitative and qualitative data and allows comparisons to be made. The data of the study conducted with 30 senior university students were obtained with the "California Critical Thinking Disposition Scale" and open-ended questions about "What is critical thinking" and "Why is critical thinking important". Parametric and non-parametric analysis methods were used in the analysis of the quantitative data obtained from the data collection tools that were transferred to the online environment and applied to the participants before and after the critical thinking course. The content analysis method was used to analyze qualitative data gathered via open-ended questions. As a result of the analyses conducted, it was determined that there was a significant difference between the pre-test and post-test in terms of the participants' critical thinking dispositions. It was determined that there were no significant gender or departmental differences in the participants' critical thinking dispositions. As a result of the content analysis carried out within the framework of open-ended questions, it was determined that there were differences in the views of senior university students towards critical thinking before and after the critical thinking course. Within the framework of the results, it was suggested that more activities and practices for critical thinking should be included in undergraduate courses.

Meta-analysis of Studies on Pre-service Teachers’ Critical Thinking Skills in Nigeria Public Universities

This meta-analysis aimed to examine the studies on pre-service teachers of critical thinking skills. We conducted a meta-analysis to synthesize the extant literature on critical thinking and pre-service teachers. The method used in the study was based on the search of relevant literature through an online database such as IEEE Explore, ProQuest, ScienceDirect, and ResearchGate. The keywords in the search for the relevant literature include critical thinking skills in teacher education and pre-service teachers' critical thinking skills. After systematically searching the relevant literature through electronic databases using various search terms, we screened studies and reviewed them for inclusion. From 22 studies (27 samples, N= 3726), we found that critical thinking was moderately related to pre-service teachers' success, especially with the intervention’s studies on critical thinking. The relationship between pre-service teachers' achievement and levels of critical thinking skills was found to be significant. However, pre-service teachers' stories of critical thinking skills tests have been trending in teacher education worldwide. Still, most of the studies on pre-service teachers’ critical thinking were conducted in Turkey. The questionnaire used to measure pre-service teachers’ necessary thinking skills was found to be California Critical Thinking Disposition Inventory by Facione. Implications for this study include the importance of teaching critical thinking skills in a teacher education program and the inclusion of components of critical thinking in the curriculum across the board.