California Critical Thinking Disposition Inventory Research Articles

Comparison of critical thinking dispositions of prospective teachers

The purpose of this study is to compare the critical thinking dispositions of prospective teachers. In the study, survey model, which is a descriptive research method, was used. The sample of the research consisted of 1123 students studying at the Department of Physical Education and Sports Teacher at the Schools of Physical Education and Sports and Departments of Turkish, Mathematics, Science, Classroom Teaching and Psychological Counseling and Guidance at the Faculties of Education of Kocaeli and Sakarya Universities. As a data collection tool, the shortened Turkish version of “California Critical Thinking Disposition Inventory”, developed by Facione, Facione and Giancarlo and adapted to Turkish by Kokdemir was used. In data analysis, as well as descriptive statistical techniques, ANOVA was used for independent samples in order to determine whether critical thinking dispositions differed by individual and combined effects of gender, grade level and Transition to Higher Education Examination (THEE) fields. The Scheffe test was used in order to determine the source of the difference between the groups, and Cohen’s f was used as the effect size of the difference. According to the result of the study, critical thinking disposition scores of prospective teachers are in medium level. While there is a significant difference between the critical thinking disposition scores according to gender and THEE fields, there is no significant difference according to grade level. Gender-THEE field and grade level-THEE field mutual interactions have a slight significant effect on the critical thinking disposition scores, whereas mutual interaction of gender and grade level has no significant effect. Key words: Prospective teachers, critical thinking, THEE fields.

Application effects of PBL teaching method on the chapter teaching of "Chronic diseases nursing in community" for the course of Community Nursing in traditional Chinese medicine colleges

Objective To investigate the effects of problem-based learning(PBL) applied in the chapter of Chronic diseases nursing in community in course of Community Nursing in traditional Chinese medicine colleges. Methods A total of 50 undergraduate students of 2011 in the nursing specialty in some traditional Chinese medicine colleges were chosen with the convenience sampling method. They were randomly divided into control group and observation group, with 25 students in each group. PBL was applied in the observation group, choosing 2 teaching blocks from the course of Community Nursing. The same blocks were chosen for the method of teaching and learning, which was applied in the control group. The score of California Critical Thinking Disposition Inventory(CCTDI) of students and the teaching effects in two groups were evaluated one week before and after PBL implemented. Results The total score of CCTDI in the observation group was(275.36±16.41) after intervention, while the score in the control group was(266.28±18.67)(P>0.05). The mean increase scores in the observation group were higher than that in the control group, but the difference was not statistically significant (P>0.05). The mean scores of PBL teaching evaluation were closed to the median in basic knowledge reserve, study attitude, ability improvement, cooperation, professional quality in the observation group. Conclusions The application of PBL teaching method in the teaching of Community Nursing does not have strongly impact on the ability of students′ critical thinking. Key words: Community health nursing; Nursing education; Undergraduate; Critical thinking; Problem-based learning

Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study

Problem Statement: In recent years many different studies have examined critical thinking disposition; however, these studies focus on investigating the variables that are related to this subject. There are actually few empirical studies in the literature. It is clear that there is a need for experimental research in order to comprehend the process of critical thinking in-depth. Purpose of the Study: This study investigates the contrastive effect of an experimental program and the placebo effect on the improvement of critical thinking disposition of university students. Method: Sixty-three participants from the students of Arabic Language Education in the Faculty of Education in Adiyaman University were divided into three classes as experiment, placebo, and control groups, each of which consisted of 21 participants. As the placement was on an already existing class system, the study was conducted using a quasi-experimental design. In the experiment group, an eight-week program, which was developed by researchers, was applied. The study was carried out in the last 10 to 15 minutes of Educational Psychology lessons. In the placebo group a positive atmosphere was provided in the class and the students were motivated toward critical thinking by being informed about the necessities of it, and in the control group no applications were used. California Critical Thinking Disposition Inventory, which was adapted into Turkish by Kokdemir in 2003, was used to assess the critical thinking skills of the participants. SPSS 20.0 was used to analyze data. Variance analysis, independent samples t-test and Ancova analysis were used to examine the data. Findings and Results: Independent samples t-test results pointed out that there was not a significant difference between male and female participants. Variance analysis conducted for age variables produced no significant difference between the groups. It was found that the highest improvement in critical thinking disposition of teacher candidates was observed in the placebo group, and the experimental group ranked second; however, Ancova analysis showed that there were no significant differences between the experiment, the placebo and the control groups’ posttests. Conclusion and Recommendations: Age, gender, and groups of the student were observed as not being significant variables in critical thinking disposition at the end of the study. Within the study, it is an important finding that merely the effort for creating a positive atmosphere in the placebo group induces a better level of improvement than the experiment group where activity and practice were made possible. Findings were discussed based on the relevant literature. Keywords: Thinking, critical thinking, placebo effect, teacher candidates

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education.

Critical Thinking Dispositions of Pre-service Turkish Language Teachers and Primary Teachers

The present study aimed to determine critical thinking dispositions of pre-service Turkish language and primary teachers in terms of several variables by employing descriptive survey design. The study group consisted of 215 senior students attending Turkish Language Teaching and Primary Education Departments of Necatibey Faculty of Education at Balikesir University in the 2012-2013 academic year. The data of the study was collected with The California Critical Thinking Disposition Inventory which was adapted to Turkish by Kokdemir (2003). The scale consisting of 6 sub-scales namely analyticity, open-mindedness, inquisitiveness, self-confidence, truth-seeking and systematicity has a reliability coefficient of 0.88. Coefficients of internal consistency for each subscale range between 0.61 and 0.78. The present study found the reliability of the scale as .85. The data were analyzed through descriptive statistics, t test and one was variance analysis. It was observed in the study that the pre-service teachers had medium levels of critical thinking dispositions and that the level did not vary by their department, gender, time spent watching TV while critical thinking disposition increased as the number of books read per year went up.

Reading the Book versus ‘Reading’ the Film: Cinematic Adaptations of Literature as Catalyst for EFL Students’ Critical Thinking Dispositions

This true experimental study investigates the effect of combining the reading of literature with the ‘reading’ of film on nurturing EFL (English as a Foreign Language) students’ critical thinking dispositions in areas of truth-seeking, open-mindedness, inquisitiveness, analyticity, systematicity, confidence in reasoning, and maturity of judgment. It was conducted with 50 third year students enrolled at the department of English in Chadli Bendjedid University in Algeria. The contrast group (n=26) took two semesters of a regular literature course whereas the treatment group (n=24) took one semester of typical literature instruction and a second of a reading and viewing course. The California Critical Thinking Disposition Inventory (CCTDI) was used as both a pretest and posttest to assess participants’ overall critical thinking dispositions and scale results. Data were analyzed quantitatively using inferential statistics that included Cronbach’s alpha reliability coefficient, means, standard deviations, t-statistics and Cohen’s d effect size. Empirical findings revealed that the difference in the progress both groups manifested proved non-significant in all seven dispositions to think critically. Results’ interpretation, pedagogical implications, limitations and future research directions are examined.

The Relationship Between Pre-Service Teachers’ Critical Thinking Tendencies and Problem Solving Skills

The aim of this study is to determine the relationship between pre-service teachers’ critical thinking tendencies and problem solving skills. Besides, the other problem of the study is whether problem solving skills show significant difference according to the critical thinking tendency level and according to the compound effect of critical thinking tendency level with gender, department and grade level respectively. The sample of the study consists of 224 1st and 2nd grade pre-service teachers studying at Afyon Kocatepe University Education Faculty. The California Critical Thinking Disposition Inventory, which was developed by Facione and Giancarlo (1998) and adapted into Turkish by Kokdemir (2003) and Problem Solving Inventory, which was developed by Heppner and Petersen (1982) and adapted into Turkish by Sahin, Sahin and Heppner (1993) are used as means of data collection in the study. According to the findings of the study, a significant and positive relationship between pre-service teachers’ critical thinking tendencies and problem solving skills was found. According to the pre-service teachers’ critical thinking tendency level (low, positively, high), problem solving skills and sub-dimensions show a significant difference. However problem solving skills show no significant differences according to the compound effect of critical thinking tendency level with gender, department and grade level

An Experimental Study on Development Critical Thinking Skills via Educational Drama as a Teaching Method

Article History: Received 25.04.2016 Received in revised form 18.07.2016 Accepted 28.07.2016 Available online 30.08.2016 The purpose of this study is to investigate the effects of a Drama Based Critical Thinking Skills Training Program on 2nd grade bachelor degree students’ (who are attending to a preschool teacher training program) critical thinking skills. This is a quasi-experimental study. Totally 50 students areequally divided into two different groups as they are experimental group and control group. Experimental group has attended to 10 sessions of a course as drama based training program. It has been prepared to promote students’ critical thinking skills. California Critical Thinking Disposition Inventory (CCTDI) has been offered as pre-test and post-test to both groups in order to obtain the data. It has been found that there issignificance on behalf of experimental groupby the end of this study. It also has been found that the continuity of training program (p> ,05).

Acil Yardım ve Afet Yönetimi Bölümü Öğrencilerinin Kritik Düşünme Eğilimlerinin Belirlenmesi

Objectives: The study was conducted to determine the Health School Rescue and Emergency Management students’ critical thinking levels. Methods: The study is descriptive. Population of the study comprised 60 first and second, class Hatay health school students from Mustafa Kemal University in 2013-2014 academic year. And the sample included 52 students who agreed to participate in the study. Data was collected by performing the personal information form and California Critical Thinking Disposition Inventory (CCTDI). Frequency, percentage, t test, One-Way variance analysis and Tukey test were used to evaulate the data. Results: Findings that gained from the study show that Critical thinking score averages of students are 229.36±26.58 and this score averages are low level. Only analyticity and open-mindedness sub-scale from CCTDI sub-scale score averages of students are mid level and the mean score of other dimensions are low level. Study shows that mother education level have effect on critical thinking level of students (p<0.05). Conclusion: As a result, students’ critical thinking disposition were generally found to be low level in this study. According to the results of the study it was suggested that the students should be directed towards developing critical thinking.

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Abstract Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kokdemir and Empathic Tendency Scale invented by Dokmen were used to assess the research data. Furthermore, an “Individual Information Form” questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p 0.05). It was detected that nursing students’ critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students’ critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students’ ability of empathy and critical thinking disposition in class levels. Key words: Critical Thinking Disposition, Empathic Tendency, Nursing student

Nursing Students Critical Thinking and Research Utilization

Background: In the nursing profession critical thinking (CT) has increasingly been the focus of investigation for the past several years. CT dispositions and skills are valuable in nursing practice. Nurses need complex thinking skills to effectively manage the fast-paced and constantly changing health care environments in which they work. CT is also vital in developing evidence-based nursing practice. Nurses who are disposed to think critically are more likely to critically interpret the available evidence, and able to make high quality judgments and draw valid inferences. Currently, no published studies could be located that specifically examined the relationship between Critical Thinking Dispositions CTDs) and research utilization (RU) of undergraduate nursing students. Aim: The aim of the study was to investigate the critical thinking dispositions (CTDs) and Research Utilization (RU) of undergraduate nursing students enrolled in a baccalaureate program at a university in Western Canada. Methods: The study used a sequential mixed method approach. In this paper only quantitative analysis will be reported. A convenient sample of 181 students from a 4 year BScN program for high school graduates, and a 24 months after degree BScN program for individuals admitted with a degree in another discipline completed a background/demographic questionnaire, the California Critical Thinking Disposition Inventory and a modified (shortened) Research Utilization Survey form developed by Estabrooks (1997). Results: The majority of participants (69%) scored below the target score of 280 on the California Critical Thinking Dispositions Inventory. This indicates an overall deficiency in critical thinking dispositions (CTDs). However, participants scored high on overall RU (mean = 3.4/5). Overall critical thinking dispositions were not statistically significantly correlated with all forms of research utilization, with the exception of persuasive research utilization. Conclusions: Approximately 30% of the students in the current study had adequate levels of CTDs. Results indicate a need for students’ continued development in these areas. Dispositions are crucial to critical thinking; without them CT and RU does not happen or may be substandard. Résumé Contexte : Au sein de la profession infirmière, la pensée critique (PC) a de plus en plus fait l’objet de recherches au cours des dernières années. Soulignons que les dispositions et aptitudes pour la PC sont des atouts précieux dans la pratique infirmière. En effet, les infirmières doivent posséder des capacités de pensée complexe pour gérer efficacement les environnements de soins de santé au rythme rapide et en constante évolution dans lesquels elles travaillent. La PC est

Relationship between Professional Values and Critical Thinking Disposition of Science-Technology and Mathematics Teachers

The purpose of this study is to determine the relationship between the professional values and critical thinking disposition of science-technology and mathematics teachers working in middle schools. The survey research method was employed in the study. The sample of the study is comprised of 193 teachers (90 science-technology and 103 mathematics teachers) working in middle schools located in the city center of Afyonkarahisar, as well as the villages in the same province during the 2013-2014 academic school year. Teachers’ Professional Values Scale (TPVS) and California Critical Thinking Disposition Inventory (CCTDI) were used as data gathering tools in the study. The data was analyzed through descriptive statistics, t-test, ANOVA and correlation analyses. The results of the study indicate that the level of teachers’ having professional values is higher than middle level and their level of critical thinking disposition is low. Besides, there is a meaningful level of relation between teachers’ professional values and critical thinking disposition.

Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

The aim of this study was to investigate the associations between preservice teachers’ Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD –I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.

Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students.

To test the hypothesis that small group concept mapping of 4 core neonatal topics as part of a fourth-year allopathic medical student elective would improve critical thinking (CT) as measured by the California Critical Thinking Skills Test (CCTST). To describe any correlations between scores on the CCTST and the step 1 and step 2 Clinical Knowledge parts of the United States Medical Licensing Exam. Twenty-seven students participated in this pilot study during a 1-month elective. A pretest CCTST, California Critical Thinking Disposition Inventory (CCTDI), and multiple choice knowledge test (MCKT) were completed immediately before the elective began. Four weekly group sessions were held with assigned reading on each of the 4 neonatal topics. Concept mapping was performed in small groups of 4 to 6 students with a group concept map collected at the end of the exercise. A posttest CCTST and MCKT was completed after the 4 group sessions. Pre-CCTST overall score was 83.9 ± 6, and post-CCTST overall score was 85.6 ± 6.9 (P = .57). Pearson correlation of USMLE step 1 and pre-CCTST showed r(25) = .276, P = .164. Pearson correlation of USMLE step 2 CK and pre-CCTST revealed r(25) = .214, P = .482. The precourse MCKT average was 35%, and the postcourse average 50% (P ≤ .001). A recent meta-analysis confirms this is the first report of a comparison between the increasingly common CCTST and the USMLE. We confirmed that concept mapping is a valid mechanism to teach content knowledge. Although the difference in the CCTST scores was not significant, this study could serve as an important start toward development of a curriculum devoted to teaching content and improving CT. The small number of students may have prevented us from defining a significant impact.

Effects of metacognitive guidance on critical thinking disposition

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

Determine the Relationship Between the Disposition of Critical Thinking and the Perception About Problem Solving Skills

The aim of this study is to determine the relationship between the disposition of critical thinking and the perception about problem solving skills of the students. In descriptive studies correlational model was used. Disposition of critical thinking points data was collected in this study by using the “The California Critical Thinking Disposition Inventory” developed by Facione, Facione and Giancarlo(1988) and the perceptions about Problem Solving Skills data was collected by using the problem solving skills inventory adapted into Turkish by Sahin, Sahin and Heppner(1993). Based on the findings of the study, it was revealed that there was a moderate, positive and significant relationship between pre-service music teachers’ disposition of critical thinking and perceptions about problem solving.

Critical Thinking Disposition of the Students Studying Sport Science at University

The aim of this research is to examine whether the critical thinking disposition of the students studying at university changes or not according to the variables.The sample group of research consist of students who are both active athlete in 2013-2014 academic year and who continued their education at Ankara university. In order to measure the students' critical thinking disposition, the California Critical Thinking Disposition Inventory (CCTDI) developed by Facione and his colleagues and adapted to Turkish by Kokdemir was used.The data showed normal distribution when assessed by Levene test. As a result, it has been identified that students critical thinking levels didn't change by sex, but the critical thinking levels of sport students who are studying in other faculties and academies are higher than those who are studying in SPES. Moreover, the critical thinking levels of students who have spent up to 1-3 and 4-6 years were lower than those who have spent up to 7 years and above.

The Investigation of Critical Thinking Dispositions of Religious Culture and Ethics Teacher Candidates

The purpose of this study is to investigate the critical thinking dispositions of religious culture and ethics teacher candidates in terms of some variables. The independent variables of the study are gender, high school types from which they graduated, birth place, motherland, education level of their parents, and family’s average income. The sample of the study is 226 teacher candidates in Ankara University and Kastamonu University, religion culture and ethics teaching department. The research is designed as a case study; the data is obtained by Measurement of California Critical Thinking Disposition Inventory. The inventory is a lykert-type scale, has 51 items. The value of the overall reliability of measurement instrument (Cronbach Alpha) is 0.88. A one way analysis of variance (ANOVA) and independent samples t-test are used to analyze the data. In the end of the study, it was found that religious culture and ethics teacher candidates think sufficiently critical.

English

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking abilities of high school teachers and the relationships between classroom manangement skills and critical thinking abilities. A total of 212 high school teachers from Ankara, Turkey participated in the study. Data collection tools included two instruments: The Classroom Management Ability Scale (CMAS) and the California Critical Thinking Disposition Inventory (CCTDI). The results of the study indicated that teachers had positive beliefs about their classroom management skills critical thinking abilities. However, the findings also showed that there were not any significant relationships between classroom management skills and critical thinking abilities of high school teachers. Key words: Critical thinking abilities, classroom management skills, high school teachers.

Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

Background:In today’s world, critical thinking and problem solving are among the primary skills that need to be held by individuals.Materials and methods:This study was carried out at the beginning of the 2013-2014 academic year in a university located in the north of Turkey. A total of 186 computer engineering students participated in the study. The California Critical Thinking Dispositions Inventory and the Problem Solving Inventory were used for data collection. The descriptive survey model was employed in the present study. The data obtained in the study were analyzed based on the research questions.Results:The students generally had high-level CTDs. The students generally had high-level PSSs. a negative low statistically significant relationship was found between the two variables.Conclusions:It was found out that the computer engineering students generally had high-level CTDs. It was seen that the CTD levels of the students did not vary statistically significantly by gender and grade. the computer engineering students had generally high-level PSSs. The PSS levels of the students did not vary statistically significantly by gender and grade. Finally, a negative low statistically significant relationship was found between the CTD and the PSS levels of the students.