Concept Of Critical Thinking Research Articles

БИЛИМ АЛУУЧУНУН СЫНЧЫЛ ОЙ ЖҮГҮРТҮҮСҮН ӨНҮКТҮРҮҮ: АДАБИЯТТАРГА АНАЛИЗ

The article analyzes the research of the problem of critical thinking in domestic and foreign pedagogy. The relevance and necessity of the formation and development of students' critical thinking is confirmed by the requirements adopted in recent years in the republic by documents. The article notes that the concept of critical thinking combines the concepts of criticality and thinking. The analysis of the definition of this concept in the works of researchers is carried out. A characteristic is also given of what a person who knows how to think critically is. It is noted that technologies, methods and teaching aids make a productive contribution to the formation of critical thinking.

Forming Critical Thinking Concepts in Students

The concept of critical thinking that comes from an understanding of concepts can be formed through providing real examples accompanied by material explanations. This ability is a cognitive skill in translating, interpreting, and re-explaining concepts in its own way. It also refers to the ability to explain a concept that has been understood in the form of oral or written explanation to others. Students' low understanding of a concept affects students' ability to solve more complex problems. The low ability of students to think critically is reflected in the weak ability of students to rebuild a concept, provide practical examples, and apply a concept to solve problems. This study aims to prove the positive influence of students' critical thinking skills on affective learning outcomes. The research design used in this study is a causality research design. As part of quantitative research, data are obtained through random sampling. The sample taken must be completely representative because the conclusions drawn from the sample will apply to the population. Therefore, this study used a sample of 50 students. Through field tests, it was concluded that critical thinking skills can affect students' affective learning outcomes by 43,8%. The learning outcomes are illustrated by the participants the more understanding, the more sensitive, the better, and the more professional they are in doing something, as a result of learning in the affective realm.

Development and Validation of a Critical Thinking Assessment-Scale Short Form

This study presents and validates the psychometric characteristics of a short form of the Critical Thinking Self-assessment Scale (CTSAS). The original CTSAS was composed of six subscales representing the six components of Facione’s conceptualisation of critical thinking. The CTSAS short form kept the same structures and reduced the number of items from 115 in the original version, to 60. The CTSAS short form was tested with a sample of 531 higher education students from five countries (Germany, Greece, Lithuania, Romania, and Portugal) enrolled in different disciplinary fields (Business Informatics, Teacher Education, English as a Foreign Language, Business and Economics, and Veterinary Medicine). The confirmatory analysis was used to test the new instrument reliability, internal consistency, and construct validity. Both the models that hypothesized the six factors to be correlated and to tap into a second-order factor representing the complex concept of critical thinking, had acceptable fit to the data. The instrument showed strong internal consistency (α = 0.969) and strong positive correlations between skills and between the skills and the overall scale (p < 0.05). Despite the unbalanced sex distribution in the population (close to 75% females), the instrument retained its factorial structure invariance across sexes. Therefore, the new instrument shows adequate goodness of fit and retained stability and reliability, and is proposed as a valid and reliable means to evaluate and monitor critical thinking in university students.

Decolonization, Polarization, Psychoanalysis, Privilege: Toward a Cosmopolitan and Culturally Intelligent Psychotherapist

ContextGlobalization and ability to communicate freely with anyone in the world brings people together in ways that never happened before. Multiculturality cannot be reduced to a process of ‘melting pot’, where the “small” (colonized) cultures are absorbed by the dominant ones. This process is the result of binary thinking, and it simultaneously casts doubt over the methodology, epistemology and training of psychotherapists – and particularly psychoanalysts – in academic environments. ObjectivesThis article intends to demonstrate the benefits of a non-dogmatic approach to psychoanalysis, founded on the principles of decolonization and elimination of binary thinking, leading to a cosmopolitan psychotherapy, which has to include a plurality of concepts and theoretical orientation. MethodThe article employs a qualitative demonstration, in which the author relies on his experience as a clinician and university professor, as well as on a series of philosophical and epistemological critical thinking concepts: binary (polarized) thinking, colonialism, fundamentalist individualism, privilege and its connection to politics and economics, and cultural intelligence. ResultsBinary (polarized) thinking – a primal, yet efficient and convenient, way of viewing the world, related to our ‘reptilian’ brain – is responsible for our inability to use a larger palette of options and choices, and integrate them into a functional whole. Binary thinking seems to be correlated to radical (fundamentalist) individualism, as well as with a neoliberal, colonial mentality, which are adopted rapidly by many other social systems (nations, cultures), in order to remain competitive economically at a global level. Cosmopolitan psychotherapy aims at decolonizing both psychoanalysis and our psyche, using the intercultural intelligence model, and employing a multimodal, nuanced, culturally mindful psychotherapy. The result is a unified mind-body approach, where research and evidence-based practices do not reduce themselves to a medical model, based on pathology. ConclusionWorking with the psyche inside the individual has to include an equal attention to a bidirectional relationship with the collective (social, professional and personal relationships, as well as to the environment (ecopsychology). Equally important is to focus on the somatic memory, where recent research demonstrates the way trauma produces physiological responses that require a different approach than talk psychotherapy. An option may be psychedelics-assisted psychotherapy of trauma, which in the United States are currently in the third stage trial by the FDA (federal department of Food and Drug Administration) for post-traumatic stress disorder and depression.

Décolonisation, polarisation, psychanalyse, privilèges : vers un psychothérapeute cosmopolite et culturellement intelligent

ContextGlobalization and ability to communicate freely with anyone in the world brings people together in ways that never happened before. Multiculturality cannot be reduced to a process of ‘melting pot’, where the “small” (colonized) cultures are absorbed by the dominant ones. This process is the result of binary thinking, and it simultaneously casts doubt over the methodology, epistemology and training of psychotherapists – and particularly psychoanalysts – in academic environments. ObjectivesThis article intends to demonstrate the benefits of a non-dogmatic approach to psychoanalysis, founded on the principles of decolonization and elimination of binary thinking, leading to a cosmopolitan psychotherapy, which has to include a plurality of concepts and theoretical orientation. MethodThe article employs a qualitative demonstration, in which the author relies on his experience as a clinician and university professor, as well as on a series of philosophical and epistemological critical thinking concepts: binary (polarized) thinking, colonialism, fundamentalist individualism, privilege and its connection to politics and economics, and cultural intelligence. ResultsBinary (polarized) thinking – a primal, yet efficient and convenient, way of viewing the world, related to our ‘reptilian’ brain – is responsible for our inability to use a larger palette of options and choices, and integrate them into a functional whole. Binary thinking seems to be correlated to radical (fundamentalist) individualism, as well as with a neoliberal, colonial mentality, which are adopted rapidly by many other social systems (nations, cultures), in order to remain competitive economically at a global level. Cosmopolitan psychotherapy aims at decolonizing both psychoanalysis and our psyche, using the intercultural intelligence model, and employing a multimodal, nuanced, culturally mindful psychotherapy. The result is a unified mind-body approach, where research and evidence-based practices do not reduce themselves to a medical model, based on pathology. ConclusionWorking with the psyche inside the individual has to include an equal attention to a bidirectional relationship with the collective (social, professional and personal relationships, as well as to the environment (ecopsychology). Equally important is to focus on the somatic memory, where recent research demonstrates the way trauma produces physiological responses that require a different approach than talk psychotherapy. An option may be psychedelics-assisted psychotherapy of trauma, which in the United States are currently in the third stage trial by the FDA (Federal department of Food and Drug Administration) for post-traumatic stress disorder and depression.

Working on Critical Thinking skills using the computer lab works of an Engineering subject

A practical intervention was devised in order to promote and to assess Critical Thinking in undergraduate students of Engineering. First, in collaboration with specialists in education, the concept of Critical Thinking, and its skills and dispositions on which to focus on, was determined. Second, a teaching strategy was designed in order to be as effective as possible, considering the limitations of the intervention. This strategy took advantage of the computer lab sessions where discussion and questioning encouraged the development of Critical Thinking. Then, the instruments to assess the acquired skills and attitudes of the students were developed. Finally, a quantitative analysis of the results was conducted in order to evaluate the validity and reliability of the strategy. This paper presents a full description of the intervention carried on for two years. Besides the desired effects on the students’ performance, some conclusions regarding the development of appropriate instruments to deal with a large group of students are drawn. This intervention has proven to be effective in order to help the students to develop their Critical Thinking skills, and it is particularly suitable for large groups.

The Conceptualization of Critical Thinking: Toward a Culturally Inclusive Framework for Technology-Enhanced Instruction in Higher Education

The Conceptualization of Critical Thinking: Toward a Culturally Inclusive Framework for Technology-Enhanced Instruction in Higher Education

How do Chinese undergraduates understand critical thinking? A phenomenographic approach

The cultivation of critical thinking in undergraduates is crucial for teaching in higher education. Although scholars have defined critical thinking in various ways, limited study about critical thinking from the learner’s perspective. In this phenomenographic research, we collect essays written by 80 Chinese undergraduates with multiple disciplinary backgrounds to reveal their understandings of critical thinking. Four conceptions of critical thinking were found, namely critical thinking as query and reflection on the irrationality of things (Conception 1); an objective and comprehensive understanding of things (Conception 2); independent thinking with innovation (Conception 3), as well as a willingness and attitude (Conception 4). Further analysis in the light of the referential-structural framework helps to construct a hierarchical relationship between different conceptions, with Conception 1 the least complex and Conception 3 the most complex. While Conceptions 1–3 are skill-oriented, Conception 4 is deposition-oriented, and there is no hierarchical relationship between the two groups of conceptions. They deal with different dimensions of critical thinking. University lecturers can use these findings to help equip undergraduates with deepened conceptions of critical thinking in their daily routine teaching.

Perceptions and practices of science teachers for the development of critical thinking through inquiry: a qualitative study of Moroccan primary schools

ABSTRACT The main objective of this study is to examine teachers’ perceptions of their approach to help learners to develop critical thinking and consistency of their classroom practices with their perceptions. The study was conducted with Moroccan primary school teachers, and to achieve our goal, data in the form of class observation and interviews were collected. A total of 13 teachers were observed during their classroom work and were interviewed. The findings revealed that science teachers are not familiar with the concept of critical thinking. The majority seem to lack a clear and adequate understanding of critical thinking or the needed requirements to develop students’ critical thinking skills and competencies. In addition, observations have shown that little initiatives are left to students, who are above all expected to reproduce a sequence of steps or actions in a certain order, without prior reflection and without necessarily having understood them. Teachers did not give the impression to understand the requirements for cultivating critical thinking in students. As a result, teachers should practice to coach, scaffold, and facilitate the integration of critical thinking into their style of teaching.

Fostering Students’ Critical Thinking Skills in EFL Advanced Classroom

Today, language educators advocate the teaching of critical thinking skills in colleges and higher institutions because it is said to be one of the fundamental skills that can prepare a potential candidate for the job market in the 21st century. Unfortunately, the development of critical thinking has received little emphasis in Benin educational system. Therefore, this paper presents a study on fostering EFL students’ critical thinking skills in the advanced classroom. Based on a qualitative method, this study aims at exploring EFL teachers’ knowledge of critical thinking and teachers’ view on the importance of developing higher cognitive skills with their advanced learners and to find out how to foster critical thinking in the advanced classroom. To reach this goal, interviews with seven (7) senior lecturers and a focus group of twelve (12) advanced students were used to collect data. The findings reveal that teachers are aware of the concept of critical thinking but in practice, many of them do not teach their students these cognitive skills because to them they are discouraged with the educational system which has regressed in terms of quality teaching. Students are no longer assigned challenging tasks that will enable them to develop their cognitive skills. Besides, many teachers seem to ignore the importance of critical thinking skills for their learners’ career opportunities. However, teachers mentioned group discussion as a strategy for fostering critical thinking in the EFL classroom. Both teachers and students reported that the challenges to meet in order to achieve critical thinking includes students’ poor reading and listening skills, negative attitudes towards learning, class size, content coverage and teachers’ training. Teachers are of the opinion that critical skills should be developed with learner’s right from secondary schools. This will help them to excel in their academic courses.

Teachers’ Perspectives: Developing Undergraduate EFL Learners’ Critical Thinking Skills

This paper aims to explore EFL teachers’ perceptions of critical thinking (CT), its importance in EFL classes, and its teachability, which aims to develop undergraduate EFL learners’ skills. Not only does it present firsthand information about the teachers’ widespread understanding of CT, but it also analyzes the relevant instructional experience in depth. To provide an objective analysis of the EFL teachers’ conceptualization and visualization of CT skills in a home setting, a questionnaire has been distributed to a sample population of EFL teachers at Birzeit University in Palestine. This measuring tool provides a description of variables that affect implementing CT in class. The paper also tries to defend the need to equip teachers with an unambiguous thoughtful understanding of CT concepts and instructional strategies that develop learners’ ability to think critically. Based on the respondents’ answers, the paper concludes the discussion by confirming that critical-thinking-based instruction should be better practiced in EFL classes.

Confucian conception of critical thinking in teaching English as a foreign language in Myanmar

The Confucian-Western dichotomy often interprets as Eastern and Western learning. In the framework of lifelong learning, the Confucian philosophy hypothesizes learning as a lifelong progression through which learners of any age learn to become an honorable person and to lead a morally outstanding life. This research has been done to find out whether the Confucian conception of critical thinking possesses is like harmonizing mechanisms to those of the Western conception of critical thinking. This research discovers the comparison of Confucian conception of critical thinking and the Western conception of critical thinking through literature review and text analysis. Reflection on interview survey, questionnaire survey and classroom observation show that Confucian “enlightening approach” works efficiently in today’s effort in critical thinking cultivation in English teaching. The study suggests detailed research in building the theoretical framework for the Confucian conception of critical thinking, examination of other approaches to develop critical thinking abilities in addition the “enlightening approach,” and in-depth studies of present practical research on critical thinking in TEFL in Myanmar to see how they can be useful in materializing Confucian conception of critical thinking.

Analisis penerapan konsep critical thinking dalam pelajaran ipa selama pembelajaran daring kelas v sekolah dasar

<p class="Abstract"><em>The purpose of this study was to describe the application of the concept of critical thinking in science lessons during online learning for class V SD Muhammadiyah Jatiyoso. This research is important as a consideration regarding the determination of science learning policies. This is because of the importance of critical thinking skills in the 21st century. This research is a qualitative research with descriptive qualitative research methods. The subjects of this study were fifth grade teachers, and 6 fifth grade students at SD Muhammadiyah Jatiyoso for the 2020/2021 academic year. The results showed that the application of the concept of critical thinking in science lessons during online learning still could not be done optimally. Both from the point of view of teachers and students, the limitations in communicating the material are felt to be limited. In the application of Focus and Reason both students and teachers have been able to apply it well. However, the other ISC indicators have not been fulfilled properly, because students are guided more by their parents at home, so teachers are not able to provide direct feedback to students. The results of the Overview have been seen but are still not going well.</em></p>

Physical Science Teachers’ Understanding of Strategies for Teaching Critical Thinking in Mpumalanga Province

This study aims to examine the Physical Science teachers’ understanding of the concept of critical thinking and the strategies they employ in teaching learners to develop the competency of critical thinking in Physical Science. A purposive sample of 12 Grade 10 public school Physical Sciences teachers participated in the study. An exploratory qualitative study was conducted among these teachers who were teaching Physical Sciences in Mashishila circuit, Mpumalanga Province at the time of the study. Data was collected through a naïve sketch which comprised of open-ended questions. Analysis of the data using the content analysis revealed that the teachers understood critical thinking as a way of observing, analysing, and assessing any situation before them in order to solve it. However, the participants left out the fact that critical thinking is self-corrective and that the learners need evidence to support their decisions to arrive at solutions for each problem statement. Although the participants showed an understanding of critical thinking, they reported teaching strategies that did not show a relationship with the development of critical thinking. There is a need for professional workshops to train the teachers on the strategies to teach critical thinking. This paper forms the basis of an ongoing study that will develop strategies for teaching critical thinking to Physical Science learners.

Perception and knowledge of critical thinking: A qualitative research study with Professors of Higher Education in Oman

Critical thinking is a key feature of the organizational cultures of higher education institutions, given its multiple impacts on graduates’ academic, professional and personal levels. Thus, most of these higher education institutions in the Arab Gulf region state in their strategic plans, implicitly and explicitly, objectives related to enhancing students’ critical thinking skills. Despite the apparent prevalence of such objectives, the concept of critical thinking (CT) is hardly taught in higher education institutions in the Arab Gulf region for different reasons. One of these reasons is that the perception of the concept is still in its infancy in the region, even among professors. This study aims to investigate how the perceptions and knowledge of critical thinking of English as a Second Language professors in the General Foundation Program at the College, a higher education institution in Muscat, foster critical thinking teaching. This is a qualitative and exploratory study with 10 professors and the data were collected through semi-structured interviews. The thematic analysis identified 4 themes: 1. First encounter with CT; 2. Connotations and denotations of CT; 3. Attainability of CT; 4. Scarce teaching of CT. The participants revealed their belief in the attainability of critical thinking. However, they expressed difficulties in implementing critical thinking teaching in their classrooms. The General Foundation Program’s professors referred openly to the disparity between their espoused beliefs and enacted practices.

Uso del análisis del discurso para mejorar las habilidades de pensamiento crítico de los estudiantes

This paper presents our proposal on how to use critical discourse analysis to improve students’ critical thinking skills. Initially we briefly outline some concepts of critical thinking and critical discourse analysis, and then we propose a reading activity in which students analyze two different and contrasting texts that deal with oil spill issues. the activity is divided into three sections. In the initial section we suggest a pre-reading activity, in which students answer some questions to activate background knowledge. Secondly, we present a reading activity; in this reading activity students complete a table using a system for analyzing discourse, which is known as “appraisal”. In turn “appraisal” is divided into affect, judgment, and appreciation, and each one can be either positive or negative; they show how the author feels about people and things. Finally, we suggest a post-reading activity in which students draw some conclusions based on their “appraisal” analysis. the objective of the activities proposed here are to make students aware of the way authors use language to manipulate media in order to express their point of view.

Optimizing Vocational Civic Education For The Development Of Student Character

In terms of being students, civic education is very closely related to the development of the character of citizens. In this case, vocational civics can also be developed and given to vocational higher education students. This research aims to find out about civics learning in vocational universities and the character development of students through vocational civics learning. The method carried out is research and development with the ADDIE model. The results showed that learning was carried out contextually and cooperatively with a project-based learning approach supported by 21st century skills. Learning develops citizen competencies in the form of knowledge, disposition, and skills. The character of students is developed in the forms of critical thinking, creativity, discipline, appreciation of work, and curiosity. In addition, with the vocational education approach, the aspects developed in vocational civics are communication skills, critical and creative thinking, information literacy, digital literacy, inquiry skills, interpersonal skills, multicultural literacy, problem solving, and technology skills. Meanwhile, support in the form of 21st century skills is shown through communication, collaboration, creativity, and critical thinking.

Critical Thinking: What it means in a Vietnamese Tertiary EFL Context

Although research has ascribed a number of virtues to critical thinking, what critical thinking means is itself open to debate. This paper, as a part of a larger qualitative study on critical thinking practice in a Vietnamese EFL context, presents the findings about how Vietnamese EFL teachers and students in a university interpreted critical thinking. The data were collected through semi-structured interviews with eight teachers and 22 students in a Vietnamese tertiary EFL context to seek their understandings of critical thinking. A majority of the interviews (28) were conducted in Vietnamese, then transcribed in their entirety, and translated into English. Thematic analysis was used to make sense of the data. The participating teachers and students defined critical thinking as involving cognitive skills (e.g., analysing, synthesising, evaluating) and affective dispositions (e.g., inquisitiveness, open-mindedness). Their understandings were found to be limited to the first two domains of criticality in Barnett’s (1997) framework. That is, they understood critical thinking mainly within the domains of “knowledge”, less in “self”, barely at all in the domain of the “world”. The findings further revealed three characteristics distinctive in the participants’ conceptions of critical thinking: (i) expressing personal opinions as an indication of critical thinking, (ii) right/wrong dichotomy as the aim of critical thinking, and (iii) others’ rather than one’s own opinions or arguments as the subject of criticism. The findings imply that the participating teachers and students appeared to have quite a rudimentary grasp of critical thinking and that their understandings were influenced to some extent by the Vietnamese culture of teaching and learning, which has some implications for the application of critical thinking in an EFL context.

Vietnamese EFL Students’ Critical Thinking In An English Literature Course

While critical thinking is one of the ultimate requirements for students and is integrated into assessment practices in higher education, there has not been a definitive view of what it means and how it can be achieved. This limitation challenges students when they neither recognize the need to demonstrate critical thinking nor successfully perform it. To reconceptualize critical thinking in higher education, this study emphasizes how critical thinking is defined, performed, and evaluated in an English Literature course in Vietnamese higher education. Following the analyses of the course documents, the students’ writing with the lecturer’s comments, and the interview with the lecturer, the study revealed the distinctive view of critical thinking in relation to the characteristics of the writing genre and the Literature discipline. For critical thinking being discipline-oriented and genre-based, successfully performing critical thinking was also found challenging to the students given their limited understanding of the lecturer’s conceptualization of critical thinking in this particular course. This study therefore suggests pedagogical implications to support the explication of this concept to students to improve their academic performances.

Approaches Applied by HR Services in Assessment of Critical Thinking

The article presents the analysis of role-playing by critical thinking as a selection criterion applied by HR services aiming to assess the employees and candidates for vacant positions. The article’s authors show facts proving the growing significance of the ability to think critically as demonstrated in the business and industrial relations system and outline scientific views on the content and attributes of critical thinking. The article undertakes an analysis of different stages and forms of critical thinking applied in a professional context. A thoroughly analysed example of an IT company illustrates the differences in requirements to different categories of employees whose jobs involve various degrees of critical thinking as a soft skill. There identified is a category of workers whose critical thinking ability is crucial to the company’s success. The article gives examples of tasks that can be used during job interviews or qualifying interviews to measure the critical thinking ability of job candidates or employees. Critical thinking is studied concerning the job responsibilities of employees and the suitability of employee performance for the goals and tasks of the organisation or company for which employees work.