Characteristics Of Critical Thinking Research Articles

CRITICAL THINKING AS A FACTOR IN THE DEVELOPMENT OF SOFT SKILLS

In this article we consider the problems of "critical thinking"as a cause of insufficient development of soft skills in high school students. In the course of theoretical analysis the concept and characteristics of critical thinking as a soft skill are established and different approaches to the development of critical thinking skills in high school students are outlined. Since critical thinking allows to guide and control the whole process of learning in school, including the independent development of students regarding the acquisition of not only knowledge, but also soft skills. The special connection between logic and creative thinking is noted. The main ways of developing critical thinking as a factor in the development of soft skills according to the Delphi model (Peter Facione) are outlined. The results of practical research based on the key cognitive skills have shown that the level of development of soft critical thinking skills is a necessary condition for the development of high school students, as soft critical thinking skills were developed in them during the experiment, albeit slightly (due to the use of modern techniques and methods of technology in the process of teaching and education), which determines the effectiveness of their further development. It is recommended to use in school education, in high schools, interactive techniques and methods of developing soft skills, while taking into account the age of students and their need to form critical thinking both for self-development and for the acquisition of other competencies.

A corpus-based analysis of critical thinking through interactional metadiscourse in pre-service EFL teachers’ writing

Critical writing seeks to enhance university students' ability to think causally and reason effectively, and this improvement should be evident in their language use in the assignments. An example of such language is interactional metadiscourse, the expression of attitudes and opinions in line with the intended audience. In pursuit of these objectives, this study investigated the textual characteristics of critical thinking by examining interactional metadiscourse markers (MDMs) in the critical response papers authored by English Language Teaching (ELT) undergraduate students throughout a semester at a Turkish state university. The findings revealed shifts in the use of discourse markers by the end of the semester. While markers for engagement, hedging, and boosting remained prevalent across various tasks, the utilization of self-mentions and attitude markers declined, indicating a transition from the students’ sharing personal opinions and experiences to relying on evidence from research in academic texts to support their arguments. Additionally, the study highlighted the impact of topic selection on how students incorporated metadiscourse markers into their response papers.

Fostering critical thinking among secondary school students for sustainable development in Nigeria

This paper aims to explore how critical thinking could be fostered among secondary school students for self-realization, self-actualization, and self-reliance for sustainable development in Nigeria. This paper examines critical thinking as reflective thinking and points out some characteristics of critical thinking. The paper analyses some issues in critical thinking and contends that critical thinking could be rehabilitated in Nigerian secondary schools. The paper discusses the need for fostering critical thinking among secondary school students in Nigeria. It also indicates some of the techniques for fostering critical thinking. The paper reveals that critical thinking could help Nigerian secondary school students to be self-reliant before and after their graduation. This paper concludes that critical thinking if fostered among secondary school students in Nigeria, could launch the students into the realm of sustainable development. Keywords: Critical thinking; self-actualization; self-realization; self-reliance; sustainable development.

Separating the relevant from the irrelevant: Factors influencing L1 student teachers’ ability to discern (ir)relevant arguments in time-pressured grammatical discussions

Identifying relevant information and evaluating evidence are considered characteristics of critical thinking. These skills are important for language teachers, for example in evaluating pupils’ grammatical reasoning in the context of grammar education. Therefore, the current study has examined whether Dutch language student teachers (N=298) in different educational tracks (Bachelor full-time, Bachelor part-time and Master) are able to distinguish relevant arguments from irrelevant (or incorrect) ones in two grammatical discussions. Results indicate that student teachers are better at evaluating relevant arguments in grammatical discussions than they are at evaluating irrelevant arguments. Multilevel analyses show that the factors partly explaining the Relevant Argument score are students’ education and their Need for Cognition. The factors that partly explain the Irrelevant Argument score on the other hand are the perceived difficulty of the task, and strikingly, age. The paper discusses explanations for these findings, as well as practical implications for teacher education.

Content analysis of the independent curriculum physics science textbook from the perspective of critical thinking aspects and HOTS

This study aims to reveal characteristics of critical thinking and cognitive elements in HOTS category questions from the Independent Curriculum Senior High School Physics Science Textbook in the material of Magnitudes and Measurements. This content analysis study employs the descriptive analysis method, as well as qualitative and quantitative approaches. The Science Textbook Physics independent curriculum for class X Senior High School was utilized as the study's sample. According to the findings of this study, the two text books evaluated elevate critical thinking features such as interpretation, analysis, evaluation, explanation, inference, and self-regulation, with the aspect of interpretation prevailing at 35.14% in book A and 33.35% in book B. While the findings of the HOTS category question analysis for both books revealed that both books discovered HOTS category questions with components of analyzing (C4) and evaluating (C5), no HOTS categories were discovered for the element of creating (C6). Most of the problems in the two books are still dominated by LOTS (low order thinking skill) questions, indicating that learning to think at a higher level requires more than just textbooks and direct instruction from the teacher. As a result, in order for students to think at a higher level, direct instruction from the teacher is required.

Exploring the Argumentation Level in Inquiry Learning of Force and Motion

One of the learning methods that is proven to be able to develop and improve students' critical thinking skills is to apply an argumentation strategy with ADI (Argumentation-Driven-Inquiry). This study aims to investigate the level of student argumentation on the subject of motion and force. This study focused on identifying the level of student argumentation after the ADI model was applied. The research population was students of Physics Education, Surabaya State University, whose year class is 2020. The sample selection used a random sampling cluster technique. The used instrument consisted of a multiple-choice test with 10 questions and 2 essays to determine the level of student argumentation. The results showed that the students' arguments were at level 3, namely the ability to analyse problems related to motion and force. Based on the results of the study, it can be concluded that the argumentation abilities of students who do not contribute to give argumentation or who are at level 1, are not able to answer analytical questions about motion and force phenomena properly. Meanwhile, students who are at level 2 are still fixated on one concept or method, and still have difficulty when trying to apply other methods to solve problems. Students whose argumentation are at level 3, 4, and 5 have been able to fulfil all the characteristics of critical thinking, but some still have weaknesses, namely the ability to analyse motion and force problems.

Critical thinking in the preschool classroom - A systematic literature review

Critical thinking is acknowledged as a 21st century skill that allows humans to make considered and informed decisions based on the information available to them. Studies exploring critical thinking during the early years are of particular significance because they enable researchers to refine a general view of critical thinking and situate it in the context of young children. Current opinion regarding critical thinking is founded on years of international research in various fields, including primary and secondary education, higher education institutions and industry. This paper reports on a systematic literature review of 25 empirical studies which address various ways of teaching for thinking focusing on children attending early years services. The review aims to gain insights that lead towards a definition of critical thinking in an early years context. To this end, research conducted during 2015–2021 is examined for characteristics of critical thinking in early childhood and teaching strategies developed to support thinking in the early years' classroom. The methodology draws from the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Despite the small number of articles sourced which address the review questions, there was a reasonable weight of evidence to suggest the most common characteristics of critical thinking explored in young children are reasoning skills and problem solving. The findings suggest effective mediators in drawing out critical thinking skills include (1) classroom interactions including dialogue and questioning techniques, (2) the use of thinking language, and (3) story-based approaches. The cases in which critical thinking are investigated in early years environments were surprisingly few. The paper concludes with a summary of the implications of the findings for the future of learning and teaching and recommendations relevant to advancing teaching for thinking with young children.

Critical thinking and its necessity for the system of higher education

Introduction. In modern literature on philosophy, pedagogy, psychology, the need for critical thinking for a person living in modern society, and for a graduate of a higher educational institution, is affirmed.Problem statement. The purpose of the article is to specify the reasons for the need for critical thinking. To achieve the goal at the first stage, the author analyzed the English-language review articles on various aspects of critical thinking.Methodology of the study. At the second step, based on the results of the first one, the most significant features of understanding critical thinking in philosophy (ideal, abstract carrier of critical thinking, emphasis on formal logical thought procedures), psychology (attention to thinking in specific situations, determining the connection between critical thinking and types of behavior, analysis of critical thinking skills in certain situations), pedagogy (orientation to the educational practice , reliance on empirical research).Outcomes. Based on the analysis of the review articles, the most significant coherent characteristics of critical thinking as a process were identified: the ability to fix a problem and to put forward hypotheses for its solution, reasoned analysis of hypotheses, comparison with other options, ability to refuse a preliminary solution to the problem, and others. It was also revealed that “intellectual virtues” are necessary for the implementation of critical thinking: the desire for education, responsible reasoning, mental flexibility, rejection of prejudices and intellectual egocentrism.Findings. The analysis of the documents of the World Economic Forum (2016, 2018) showed that critical thinking is included in the list of the main skills of students and professionals.

MODEL PEMBELAJARAN INKUIRI PADA PERKEMBANGAN BERFIKIR KRITIS SISWA : LITERATURE REVIEW

Education aims to prepare students to become a generation that is able to face all the challenges of the times and solve social problems in their environment based on social science concepts that are analyzed scientifically and think critically. The application of the inquiry learning model in the 2013 curriculum through the stages of data collection, analysis, and making hypotheses helps students become people who can think critically scientifically by using social studies concepts. The aim of this study is: a) Knowing the mechanism of the Inquiry Model can be used to improve critical thinking skills in students' social studies learning, b) Knowing how to apply the inquiry model to social studies learning in the classroom, c) Knowing the characteristics of critical thinking, d) Knowing the supporting components of increasing critical thinking skills by applying the inquiry model, and e) Knowing the stages of how to build critical thinking patterns and their effects in improving critical thinking skills by applying the inquiry model. The steps of the Inquiry model are the basis for critical thinking and can be used as a thinking map. The process of reasoning systematically, logically and deeply accompanied by scientific arguments along with evidence in the form of data or accurate information so that conclusions can be obtained that can be accounted for can be used to train critical thinking

International consensus definition of critical thinking in midwifery practice: A Delphi study

ProblemCurrently there is no discipline-specific definition of critical thinking in midwifery practice. BackgroundCritical thinking in midwifery practice is the cornerstone for safe, evidence based, and woman centred clinical decision-making. Available definitions of critical thinking in other disciplines do not align with midwifery practice which is distinctive, multidimensional and complex. AimTo develop an international consensus definition of critical thinking in midwifery practice. MethodsA two round Delphi study was used. Thirty-two international midwifery experts contributed to the first round which was qualitative in nature. Twenty one of these experts then ranked the relevance and clarity of concepts from round one. FindingsA consensus definition of critical thinking in midwifery practice was achieved. The expert panel identified and defined 14 ‘Habits of Mind’ and 12 Skills that are the core of critical thinking in midwifery practice. Skills included; analysis, constructive application and contextualisation of best available evidence, problem solving, discriminating, predicting, evaluation of care, collect and interpret clinical cues, collaboration/ negotiation, reflexivity, facilitates shared decision-making, communication, and transforming knowledge. Habits of Mind included; intellectual curiosity, reflective, holistic view, intellectual integrity, flexibility, questioning/challenging, participatory, open mindedness, listening with understanding and empathy, cultural humility, woman centred, being brave, confidence, and creativity. Discussion/conclusionThis study is an international first and delineates characteristics of critical thinking in midwifery. Development of a consensus definition provides a common and shared understanding of the skills and attributes required for critical thinking in midwifery practice and can also be applied in education and research.

Взаимосвязь уровня развития критического мышления подростков с их личностными характеристиками и показателями интеллекта

Critical thinking is one of the most important skills of the 21st century. However, there is still ambiguity about the structure of this phenomenon. Researchers describe two basic components of critical thinking: intellectual and personal. However, today there is evidence only of the connection between critical thinking and intelligence, while the data on the connection between critical thinking and personality traits still remain contradictory. Another problem is that the studies of critical thinking are usually conducted abroad, and there is a lack of data about Russian-speaking high school students. This research aimed to study the relation between basic personality traits of the “big five” and intelligence with the level of critical thinking in a sample of Russian adolescents. The study involved 104 Saint Petersburg schoolchildren aged 15–17 (44 girls and 60 boys). Data collection was carried out using Starkey Critical Thinking Test (as adapted by E. L. Lutsenko), the Ten-Item Personality Inventory (TIPI-RU) by S. Gosling and others (as adapted by A. S. Sergeeva and others), and Test of Intellectual Potential of Children and Adolescents by P. Rzhichan (as adapted by L. I. Wasserman and others). According to the results of the research, the level of critical thinking of adolescents is comparable to that of adults. The students’ ability to infer was the best developed ability, and the ability to recognize manipulations was the worst developed. A strong correlation between nonverbal intelligence and the general level of critical thinking was identified, proving that nonverbal intelligence, along with verbal intelligence, may be included in the intellectual component of critical thinking. Furthermore, a connection between emotional stability and some characteristics of critical thinking was found. Specifically, emotionally stable respondents performed better in tasks related to the influence of emotions in the decision-making process and in tasks related to the search for suitable information resources. The results of the study highlight the need for further research on the relation of critical thinking with personality traits using various stimulus materials and a larger cross-cultural sample.

Study on the Characteristics of the Chinese Students’ Critical Thinking

The critical thinking trait is the premise and foundation of innovative thinking, and has become the necessary ability and core quality for cultivating innovative talents. Different scholars have different understandings about the definition and constituent elements of the characteristics of thinking and critical thinking. Their common view is that the characteristics of thinking is the intention and will of thinking activity, and the characteristics of critical thinking is the individual tendency of critical thinking. Facts have proved that the general lack of critical thinking ability of Chinese students has become a defect in their qualities. Thus, the education of critical thinking should start from primary education, and the cultivation of critical thinking at university stage should strengthen the existing foundation laid in primary and secondary schools. Faced with the educational growth process of these potential innovative talents of the Chinese students, this paper puts forward five countermeasures and suggestions on the cultivation of critical thinking characteristics, which have theoretical and practical significance for promoting the reform of critical thinking teaching, improving the level of critical thinking of the Chinese students, improving the qualities of cultivating innovative talents and promoting independent innovation.

Exploring Teaching Learning Process in Developing Higher Order Thinking Skill (HOTS) to Higher Secondary School (SMA) Students in Pontianak

This study focuses on the Teaching Learning (TL) process in developing Higher Order Thinking Skill to SMA Students which is done by the secondary school teachers in Pontianak City. The National Curriculum, namely, Curriculum 2013, well known by its' abbreviation C-13, has got some significant revisions. Among those revisions, the aspect of critical thinking which emphasizes higher order thinking skill (HOTS) became the concern. The curriculum has arranged the procedures and principles of HOTS. As mentioned that the C-13 should be in line with the global competencies, thus, the teachers should understand and implement them in their teaching process. Thus, in this study, the researcher intends to explore the teachers’ knowledge and how the implementation of curriculum 2013 in the teaching-learning process. In exploring these matters, the main instrument used is questionnaires. The questionnaires contained 21 items which were focused on exploring teachers’ current knowledge about curriculum 2013, the implementation of a teaching-learning process and understood the procedures of HOTS. There were 31 English teachers as the subject of this study. The results show that (1) understand vision and mission of C-13 (73%, (2) implementing a process of HOTS (36%), (3) understand characteristics of critical thinking (55%) and (4) understand models of teaching (45%). Thus, the knowledge about C-13 with its principles on HOTS is averagely good.

La educación científica frente al pensamiento anticrítico en la vida diaria

El trabajo contrasta algunas características del pensamiento crítico que se intenta promover en las clases de ciencias con las características de una clase de pensamiento que hemos llamado anticrítico, promovido por ciertos actores sociales. Para ello, en primer lugar, se analizan las caracterizaciones del pensamiento crítico, en especial su carácter evaluativo basado en estándares de calidad. A continuación, se examinan algunos ejemplos de pensamiento anticrítico que violan deliberadamente los estándares de claridad y precisión cuya aplicación se intenta desarrollar en la escuela. Finalmente, se concluye resaltando la importancia de promover el tratamiento explícito del pensamiento anticrítico mediante enfoques interdisciplinarios en las aulas.

КОНСТРУКТОРИ «LEGO» ЯК ЗАСІБ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ

Aim: To evaluate the level of development of critical thinking elements in the process of working with a constructor in elementary school students. The main tasks are:1) to analyze the concept of "critical thinking" in the works of researchers; 2) to establish the main characteristics of critical thinking and its ability; 3) to identify the impact of "LEGO" on the development of critical thinking in younger students. Research Methods. Comparative analysis of sources of scientific pedagogical literature, interpretation, formulation of conclusions. The results are processed mathematically and presented in the format of comparative tables. Results. The article presents the analysis of psychological and pedagogical research. The concept of "critical thinking" is analyzed, its signs are shown. The peculiarities of critical thinking of the younger student are formulated, the educational possibilities of the designer are considered. The peculiarities of the development of critical thinking in younger students in the process of tasks with the designer "LEGO" are revealed. LEGO classes provide opportunities for diverse development of students and the formation of the most important competences reflected in the concept of the New Ukrainian School. critical thinking is formed and developed when processing information, solving problems, problems, assessing the situation, choosing rational ways of activity. It is in the process of working with the designer, first of all, is the processing of information, assessment of the situation. Therefore, this process can be considered a condition for the development of critical thinking. The study contains empirical results obtained during the work with the experimental data. In the process of completing the tasks, the following indicators are observed: the ability to put ideas into words; ability to find cause and effect; the ability to combine several ideas into one, to create a new idea. Conclusions. School practice requires the development of new technologies for the formation of students' critical thinking in the learning process, the use of a variety of different pedagogical techniques that encourage students to creative activity, create conditions for them to become aware of the educational material, generalization of the acquired knowledge. Tasks with "LEGO" should be used in working with younger students to develop critical thinking.

Exploration and practice on the training of critical thinking in medical education

Critical thinking is one of the core professional competences for medical students. The ultimate goal of critical thinking is to combine the highly individualized experience and comprehension with the generally applicable scientific cognitive system. Therefore in medical education, the cultivation of critical thinking should embody the objective and the characteristics of critical thinking, such as rational restriction, dialectical thinking, empathy practice and scientific evaluation, and great attention to the principles and conditions of the application must be given. In the course of teaching design and implementation it's necessary to choose the appropriate point, to set up the teaching situation suitable for developing critical thinking, to optimize the structure of teaching content, to strengthen the practice of critical thinking methodology and to value asking questions and so on. Key words: Critical thinking; Medical education; global minimum essential requirements in medical education (GMER); Ability training; Medical humanity

Critical Thinking Education for Enhancing the Effectiveness of Education in Vietnam

Critical Thinking Education for Enhancing the Effectiveness of Education in Vietnam

La escuela, ¿un receptáculo del pensamiento crítico?.

This article aims to address the characteristics of critical thinking and its implementation in primary and secondary education. If we want the future citizens of our country to be able to build a better democracy, we must equip them with the necessary skills, particularly thinking critical and active and responsible participation. For this, the school must create the conditions that empower and strengthen them, in order to ensure their exercise and consolidation.

La metacognición en la profesionalización docente: el pensamiento crítico en un entorno mixto

The present study is part of research over metacognition, particularly focused on features of critical thinking (Marzano and Pickering, 2005) by textual reflection after teacher-training. It is intended to respond the question: What characteristics of critical thinking are identified by writing reflection about learning achieved by attending a concrete in-service workshop, and its implementation in the instructional practice of the participants? Research design is descriptive, with a mixed approach. Method is content analysis. Frequency-concentrates of critical thinking features are presented. Outputs indicate that the prevalent feature was to be accurate, then to search for precision and, to a lesser extent, reacting to feelings appropriately and to the knowledge level from others. Limitations were sample size and several writing-skills levels in the participants. It is needed to train instructors on conscious improvement of thinking skills features, so they can perform and to be able to support their students' development.

THE NECESSITY OF CRITICAL THINKING DURING THE EDUCATION TRANSFORMATION

The author analyzes most important characteristics and conditions of critical thinking formation on the basis of historic and contemporary data. The creation, formation and further development of critical thinking is formed by social-historic context, beginning with the Ancient Greece and until the modern society. The author claims for necessity of forming and developing critical thinking as the determining factor of personality development in modern conditions. The process of critical thinking formation becomes especially important during the transition to individual education paradigm. The paper highlights that development of critical thinking as the necessary tool of selection, analysis, systematization and interpretation of information is the condition for transition to individual training. The methodical problems of defining the critical thinking caused by “inflation” of critical thinking on one end and its “shrinking” on the other are shown and partially solved. The most important characteristics of critical thinking are seen as follows: openness, plasticity, goal-orientation, self-reflection and self-skepticism. The author shows the necessity of critical thinking’s elements, hypothesizing and questioning.