Concept Of Critical Thinking Research Articles

Critical thinking, literature and teachers’ instructional activities: An Indonesian case of community service program for English teachers

Critical thinking (CT) has generally been known as one of the core competencies of the 21st-century skills that students need to acquire to succeed in today’s world. To attain this goal, teachers undoubtedly have a critical role to play. Involving a group of Indonesian teachers of English, this study aims to explore the teachers’ initial conceptions of critical thinking as reflected in their planned classroom activities. Specifically, the data collected were in the form of written instructional activities that used literary works as learning materials. These data were obtained following the teachers’ participation in an online workshop on promoting critical thinking through literature held for English teachers from MGMP (i.e., English Teachers Working Group) in Bandung Regency. The workshop introduced a model of teaching critical thinking skills using literary works and required the teachers to design their own instructional activities based on the proposed CT model. Adopting content analysis as the methodological tool to scrutinize the teachers’ prepared materials, our initial findings indicate that, in general, the teachers had inadequate knowledge of how to incorporate critical thinking skills into their teaching. Literature was seen merely as a tool to develop students’ linguistic abilities rather than as a way to explore humans’ experiences and to connect ‘the word and the world’. This study recommends that the teachers be given more time to better explore the concepts surrounding critical literacy pedagogy as well as be given more opportunities for practical application of the promoted instructional model.

MONITORING AWARENESS ABOUT CRITICAL THINKING OF COLLEGES STUDENTS IN ALMATY

The need to understand the concept of critical thinking grows out of the requirements for a modern person, in addition, critical thinking is an important component of the state strategy for the development of education and science of the Republic of Kazakhstan. We are convinced that this topic will develop together with the educational system of our country. The monitoring study presented in the article is the first in Kazakhstan, its purpose is to find out how successfully the concept of critical thinking as a way of thinking has been conveyed to students over the years since the adoption and implementation of the updated content of secondary education program. The study compared two groups of students: those who studied and those who did not study according to the updated content of secondary education, in order to find out how effectively the concept of critical thinking was learned by students. According to the monitoring results, there was no significant difference between the two groups of students, but the respondents' answers showed that there is a persistent non-distinction between such concepts as decision-making in emergency and critical situations, analysis, conclusions, self-regulation, speed of decision-making and success in the exact sciences in the perception of the concept of "critical thinking". At the end of the article, recommendations are given for further use of the obtained data for other studies.

BỒI DƯỠNG TƯ DUY PHẢN BIỆN TRONG GIÁO DỤC STEM THEO CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG

STEM education plays an important role in science, technology, engineering, and math education in general education, helping learners form and develop key competencies and 21st century skills, including critical thinking belonging to the group of learning and innovation skills that need to be developed for students. This article presents the concept of critical thinking, critical thinking in students and proposing the ability to develop students' critical thinking through STEM education in high schools.

Proposed Strategy for Incorporating Critical Thinking in Teacher Education to Support Teacher Professionalism

This paper proposes a change strategy for incorporating critical thinking in teacher education programs globally, that includes, problem diagnosis, identification of desired outcomes and impacts, influential factors, and strategies required to attain desired outcomes and impacts. Central to this change strategy are four key strategic priorities: conceptualisation of critical thinking as professional practice; development of a whole of teacher education program approach to intervention; building capacity for effective implementation of intervention; and development of an evidence base to inform continuous improvement. The change strategy addresses a research gap, and more broadly responds to the demand for improving teacher quality, the effectiveness and impact of teacher education programs and the advancement of the teaching profession.

Clinical touch points: Using the PREP framework to improve critical thinking among pre-licensure nursing students

Clinical care plan assignments and the use of concept mapping traditionally incite critical thinking and clinical judgment skills for pre-licensure nursing students. An ongoing debate in the literature apropos the effective use of both tools, either used alone or collectively, and which tool best promotes increased critical thinking skills among nursing students. Typically, the use of both tools requires the student to complete at least some elements of the assignment outside of the clinical setting after the clinical experience concludes. Standard clinical tasks take precedence during the clinical experience leaving little to no time to complete paperwork such as care plans or concept maps. This paper reconnoiters the concepts of critical thinking and clinical judgment among pre-licensure nursing students, the techniques to enhance these critical skills, and proposes a framework to promote an innovative solution for nurse educators and students easily deployed during clinical experiences with assignment recommendations following the clinical experience.

بررسی وضعیت گرایش به تفکر نقادانه دانشجویان (مطالعه موردی: دانشجویان پردیس فارابی دانشگاه تهران)

بررسی وضعیت گرایش به تفکر نقادانه دانشجویان (مطالعه موردی: دانشجویان پردیس فارابی دانشگاه تهران)

STRUCTURAL AND COMPONENT ANALYSIS OF THE CONCEPT «CRITICAL THINKING» IN PSYCHOLOGICAL AND PEDAGOGICAL DISCOURSE

The article substantiates the relevance of the problem of developing critical thinking in future teachers of computer science in the process of their professional training. The essence of the concept of critical thinking in psychological and pedagogical discourse is revealed on the basis of the theoretical analysis. The characteristics as the main components of critical thinking are cleared up, a number of skills and abilities that are the part of its composition are determined. It is proved that due to critical thinking, future teachers will be able to succeed in their professional career, comprehensive and harmonious to develop, study for life.

Key Information Processes for Thinking Critically in Data-Rich Environments

The objective of the present paper is to propose arefined conceptionof critical thinking in data-rich environments. The rationale for refining critical thinking stems from the need to identify specific information processes that direct the suspension of prior beliefs and activate broader interpretations of data. Established definitions of critical thinking, many of them originating in philosophy, do not include such processes. A refinement of critical thinking in the digital age is developed by integrating two of the most relevant areas of research for this purpose: First, thetripartite modelof critical thinking is used to outline proactive and reactive information processes in data-rich environments. Second, a new assessment framework is used to illustrate how educational interventions and assessments can be used to incorporate processes outlined in the tripartite model, thus providing a defensible conceptual foundation for inferences about higher-level thinking in data-rich environments. Third, recommendations are provided for how a performance-based teaching and assessment module of critical thinking can be designed.

Dinamika Komunikasi Pendidikan pada Era Disrupsi

Progress of the era, also known as the era of disruption, is largely human, one of which is education. This change certainly has an impact felt by humans as it is increasingly individualistic and increasingly busy responding to the times. Changes in the world of online education or whatever the government intends to do must certainly accommodate rapid changes in the world that is currently based on information technology. This article uses the type of library research that is a study carried out through data collection related to today's education, data collection or scientific papers that aim to conduct critical and in-depth studies by searching relevant library materials. The results of this study found that students need to be learners who are always hungry for information and become learners who understand and have a variety of approaches such as design thinking (a way of solving problems focused on people centered. Teachers must also have strong scientific competence and have soft skills in the form of critical thinking, creative, communicative, and able to collaborate. n addition it must also be able to spread inspiration for students, be able to be friends with students and of course must be an example.

The psychological correlates of intersubjectivity in early adolescence

The topicality of the investigated problem is connected with the necessity to study the positive, constructive aspects of human nature. The concept of intersubjectivity suggests that interpersonal communication can facilitate mutual growth and development of the interaction participants. This leads us from studying the personal traits to the investigation of interpersonal processes. The research aimed to investigate the interconnections of intersubjectivity with intellectual development, aggressiveness, self-image, and the sociometric status among adolescents empirically. The negative correlational link was found between the level of intellectual development and self-image, which can be understood through the concept of critical thinking, as an intellectually developed adolescent can be critical towards him/herself, and it can result in law self-image.

CRITICAL THINKING OF IT TEACHERS AS IMPORTANT COMPONENT OF THEIR PROFESSIONAL COMPETENCE

The article analyzes the role of critical thinking in professional growth, proves that critical thinking is an integral part of the professional competencies of future computer science teachers, an important component of modern higher education. The definition of the concept of critical thinking is clarified and presented in the author's interpretation as a type of thinking and evaluation activity, which is manifested in special skills that are formed in the process of professional training, and which are necessary for the effective solution of professional problems. The study outlines the principles of development of critical thinking and identifies four stages of development of critical thinking of future computer science teachers. The author of the article emphasizes the observance of certain pedagogical conditions in the process of forming students' critical thinking: taking into account age, level of educational achievements, available life experience. It was found that the basis of critical thinking is such qualities of the mind as curiosity, flexibility, depth, discipline, organization of mental activity, critical thinking, which must be developed in the future specialist. Based on the analysis of scientific sources and practical developments, it is proved that critical thinking is the key to the productive professional activity of future teachers in ensuring compliance with the requirements for mandatory learning outcomes of students in the field of informatics, self-improvement, reflection.

ФАКТ-ЧЕКІНГ ЯК ІНСТРУМЕНТ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ КОРИСТУВАЧІВ СОЦІАЛЬНИХ МЕДІА

The article is devoted to the study of the peculiarities of use of fact-checking technologies for the development of critical thinking of social media users in training conditions. The main approaches to defining the concept of critical thinking, as well as some modern models of critical thinking, are considered. One of the promising areas of development of critical thinking is the fact-checking skills’ acquisition A methodology for assessing the readiness to recognize fakes and the ability to identify fake information is proposed (on the example of reports about SARS-CoV-2). The leading manipulation techniques used in the mass media and social networks to spread fakes about vaccination against SARS-CoV-2 have been identified. A training program for the development of comprehensive fact-checking skills is presented, which involves checking the authenticity of photos/images, video content, and verbal content. To consolidate fact-checking skills, it is suggested to use a web quest. The proposed program for the development of civic competence has been successfully tested. According to the results of diagnostics, it has been proven that mastering fact-checking technologies improves the ability to recognize fakes about vaccination and SARS-CoV-2, increases the resistance of social media users to manipulative influences, and has a positive effect on the development of their critical thinking. Prospects for further research consist of the approbation of comprehensive training and educational programs aimed at the development of critical thinking, as well as the improvement of diagnostic tools for the level of critical thinking’s formation in representatives of different age groups.

Problematic Flexibility as an Asset for a Thorough Reflection on Architectural Education

This paper is exploring the benefits and assets of an educational experiment without clear ownership. More specifically, it is about a form of democracy of doing in almost all the phases of a continuous exercise in the WTC1-tower in Brussels. An unintended lack of control over the different event processes led to a curious form of critical thinking about the “context” for architectural ‘schooling’, which is generally understood as necessary. The very special experiment contains many more elements than anyone could have foreseen.

University Faculty Members Conceptions of Critical Thinking: A Continuum from Individualism to Sociability

University Faculty Members Conceptions of Critical Thinking: A Continuum from Individualism to Sociability

Use of mind maps in dental education: An activity performed in a preclinical endodontic course

(1) to assess the ability of dental students to use mind maps to express the relationships of endodontic theory and technique; (2) to explore features illustrated from the highest- and lowest-graded mind maps; and (3) to evaluate improvements in successive mind maps from the same student. A total of 31 second-year students were asked to configure a mind map on root canal cleaning-shaping and then 18weeks later develop a second mind map on root canal obturation. Faculty visually analyzed the mind maps using a qualitative approach: a multilayered process of thematic analysis. Codes and themes were generated to investigate if students were able to express appropriate and evidence-based ideas on the topics (accuracy of relationships and depth of information presented). Two of the highest- and 2 of the lowest-graded mind maps for each activity were directly compared. Improvement by the same student from the first to second mind map was also evaluated based on trend/style and creativity. The majority of the students accurately expressed the scientific basis for root canal cleaning-shaping and obturation. The highest-graded mind maps displayed the biomedical and humanistic conceptions of critical thinking. In comparing the second mind map to the first, nearly 50% of the students incorporated more detail and artistic expression in the second map. using mind maps in dental education can benefit students with different learning styles and help the instructor to identify the level of conceptualization that the student had developed about a topic.

APRENDIZAJE BASADO EN PROBLEMAS (ABP) COMO MEDIO PARA LA ENSEÑANZA DEL PENSAMIENTO CRÍTICO

O artigo apresenta uma revisão das características da metodologia de Aprendizagem Baseada em Problemas (ABP), como uma estratégia que oferece múltiplas oportunidades para promover o desenvolvimento de habilidades de pensamento crítico na educação universitária. É feita uma revisão do conceito de pensamento crítico e de seu ensino, identificando os componentes que podem ser ensinados e aprendidos na educação. Os aspectos da metodologia ABP que estão relacionados aos diferentes componentes cognitivos e não cognitivos do pensamento crítico são analisados e alguns aspectos importantes a serem considerados em um projeto ABP-PC articulado são discutidos.

Implementation of reflective model of educational practice in the modern Finnish school

The article considers the example of a country whose educational system has absorbed the ideas of philosophical concepts of critical thinking of I. Kant and M. Lipman. After all, thanks to the dynamic integration processes in the world, we pay attention to reflective models of education, which lead us to the question: What is more relevant today — memorization of information or its critical analysis? The article attempts to investigate the organization of education in Finnish schools through the prism of I. Kant’s reflexive model and M. Lipman’s reflexive model of educational practice. I. Kant in his work “Critique of Pure Reason” used the concept of reflection in order to explain the specifics of the work of consciousness. He divided the concept of reflection into transcendental and logical. Logical reflection only compares concepts with each other and cannot judge things a priori. Transcendental reflection — the basis for the possibility of objective comparison of ideas with each other. Based on the provisions of Kant’s work on reflection as a way of forming new concepts and judgments through the comparison of existing ideas, M. Lipman proposed a reflective model of education, which is devoted to his work “Reflective model of educational practice”. The article also analyzes the role of phenomenon-based teaching and learning in the education of critical thinking, which is necessary for the successful life of the individual in the modern information society. The Finnish school shows us that the study of phenomena helps the student not only to understand what is happening, but pushes him to formulate an independent opinion on any issue in life. This creates an approach called “reflective model of education”, which was fully discussed by I. Kant in the field of philosophy, and M. Lipman in the field of psychology and pedagogy. The article attempts to argue that the construction of the learning process in the Finnish school has the features of a reflexive paradigm of critical practice, which is its integral feature. The experience of organizing education in a Finnish school can be used in the development of a new Ukrainian school.

Pensamiento crítico y lectura. Una mirada desde la obra de Guillermo Hoyos-Vásquez

En este artículo de reflexión se propone un modelo filosófico y pedagógico de pensamiento crítico para una escuela impertinente. Para ello nos valemos de la lectura que hizo Guillermo Hoyos-Vásquez de la fenomenología, el idealismo alemán y la teoría crítica frankfurtiana para la situación latinoamericana. En efecto, el pensador colombiano ha propuesto una manera impertinente, crítica y utópica de comprender la filosofía en vistas de la educación escolar y profesional. Estas se han enfocado en satisfacer las demandas del sistema económico-político, han acudido a un concepto cognitivista de pensamiento crítico como una herramienta pertinente para el logro de nuestras utopías sociales y han ignorado el ethos de nuestros estudiantes y su situación existencial.

The Visual Thinking Strategies Approach to Teaching Argument Writing

This pilot study evaluated a novel professional development (PD) model designed to prepare K–12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies (VTS) to enhance students’ argumentation writing. Twenty intervention teachers completed the PD program and conducted lessons in VTS and argument writing. Intervention teachers, compared with 34 comparison teachers, improved their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing, and actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges’s g > 0.50). Students in the intervention condition (N = 210 in K–11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise.

Systems-Thinking in Complex Audit Situations

SUMMARYThis article summarizes three academic studies (Brewster 2011; Brewster 2016; Bucaro 2019) that investigate the effects of a specific form of critical thinking, systems-thinking, on audit judgments. Systems-thinking emphasizes taking a holistic “big picture” perspective and understanding how parts of complex processes interact and function. Collectively, the three studies find that systems-thinking can lead to auditors better understanding the risk of material misstatement through improved risk assessment and information processing. Ultimately, these improvements in critical thinking also increase the likelihood of identifying incorrect management explanations and incorporation of comprehensive information into audit decisions. Importantly, these studies find that systems-thinking can be instilled through short tutorial sessions, which may be embedded directly into the audit process.