Critical Thinking Research Articles

Looking at Locality from a Performative Perspective

This critical reflection on the category of locality, which is associated with the performative practice of scaling, is based in the embodied experience of activism on the Polish-Belarusian border. Using the latest texts in the field of object-oriented ontology, locality is presented as a significant challenge to the (inter-/trans-/post-)disciplinary approach and confronted with new materialistic approaches to universality.

A Viagem Como Forma De Apreensão Da Realidade: Uma Experiência Na Contemporaneidade

This article explores travel as a pedagogical and aesthetic method in the field of architecture and urbanism, proposing an approach grounded in Baumgarten's aesthetic science and the experience of the Valparaíso School in Chile. By distinguishing between sensitive and intellective knowledge, Baumgarten laid the foundation for aesthetics as a science, enabling the application of its principles to diverse fields, including architecture. Through the methodological tripod – planning, action, and recording – travel is presented as a practice of sensory enjoyment, critical reflection, and the construction of an aesthetic repertoire. The analysis considers the exploration journeys of the 19th century, which combined sensory perception and scientific records, drawing a parallel with the Crossings of the Valparaíso School. Since 1965, these Crossings have merged poetry, architectural research, and the construction of ephemeral works, constituting an unorthodox form of teaching that transcends traditional academic travel. During the action phase, Poetic Acts and collective interventions are performed in public spaces, celebrating American identity and fostering cultural exchange with local communities. The recording of experiences, through drawings, diaries, and architectural works, consolidates learning and broadens participants' repertoires. The practices of the Valparaíso School illustrate how travel can serve as a contemporary tool for understanding geographic and architectural space, offering an alternative to the homogeneous and standardized thinking of modernity. By questioning traditional modes of apprehending reality, the Crossings reaffirm the relevance of aesthetic science as a mediator between the sensory and the rational, advancing an innovative and transformative pedagogical practice.

MOOC teaching assistants’ global-engaged learning in the US and China

How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants to interact with the course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. The study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection.

Plastic dislocations: questions of labour and environment in Plastic Heart

In the 1960s, as plastics gained traction as the ubiquitous material of consumer objects, artists began to experiment with the properties of the newly available polymers. Plastics such as latex, fibreglass, acrylic and polyethylene offered access to aesthetic experimentation with colour, reflection, transparency and flexibility. Yet the use of these materials was never without critical reflection, an orientation that strengthened with the passing of time and the increased knowledge of plastics pollution. Though the connections are usually invisible, plastic artworks never stand alone, but in fact drag into the gallery the histories of their manufacture, the extraction of their base materials, their broken relationships with land and water, and their future propensity to break down into smaller pieces and proliferate endlessly. We use the example of the exhibition Plastic Heart: Surface All the Way Through, curated by the Synthetic Collective, to examine how plastics bring the complications of their materiality into the gallery. We argue that exhibition production should attend to both its fossil-fuel consumption and its relations to place. Plastic Heart provides an excellent case study of how plastics and plastics pollution can be dealt with critically within the space of a travelling exhibition.

From Existence to Being: Reflections on the Transformation of Personal Identity Through Confrontation with Cultural, Religious, and Spiritual Diversity

(1) Background: This study describes an exploration of the potential of cultural, religious, and spiritual diversity to trigger one’s psychological self-image and open the possibility of personal identity transformation as a tool for deep intercultural, interreligious, and interspiritual dialog (2) Results: The study provides a philosophical argument for understanding the existential experience of the “unknown” as a stimulus for critical reflection or even for the transformation of personal identity of the individuals involved in such interactions. (3) Methods: The method of phenomenological analysis was employed in this theoretical research. (4) Conclusions: The circumstances were philosophically considered under which the existential experience of the unknown in intercultural, interreligious, and interspiritual contexts can facilitate processes of critical reflection or the transformation of personal identity based on the philosophical distinction between ontic and ontological identity.

Transformative Learning Among Organ Procurement Organization Donor Family Volunteers.

Introduction: Some family members who previously made the decision to donate a family member's organs support the organ procurement organization (OPO) through volunteer work. Volunteers were asked to describe their family's organ donation story to educate the general and medical communities about organ donation. This study explored the transformative learning experienced by volunteers during and following the organ donation consent process and throughout their volunteer work. Methods/Approach: A narrative inquiry research methodology and transformative learning theoretical framework was used and 6 volunteers were recruited to participate. Two semistructured virtual interviews were conducted. Interviews were transcribed, radically reduced, and subjected to holistic-content and holistic-form narrative analysis. Findings: Participants experienced strong emotional responses during and after the loss of their family member, characterized as a period of disorientation, which lasted for an extended period preventing transformative learning. After the OPO contacted participants regarding the opportunity to volunteer, participants experienced a period of self-examination when they reengaged with the topic of organ donation. Critical reflection occurred through the act of storytelling about their family's organ donation story during their volunteer work. Storytelling to the community facilitated making meaning of their loss and transformations. Conclusion: Volunteering for an OPO played an important role by initiating self-examination and critical reflection of their prior assumptions. Through storytelling, participants reflected on their roles and made meaning of their organ donation experiences. The act of inviting donor families to reengage with the topic of organ donation through volunteer work fostered positive permanent meaningful transformations.

Transport challenges in Brazil and research opportunities

Located in South America, Brazil has continental dimensions and a population of approximately 203 million. As expected, the country has many mobility challenges and issues, as well as various research gaps and opportunities to promote improvements in urban transportation planning. This article aims to present some of these mobility challenges, such as the lack of transportation surveys and data in many Brazilian cities, decreased demand for public transport, increased demand for ridesourcing, telecommuting, COVID-19, and freight transport. We also mentioned the National Association for Transportation Research and Teaching (ANPET in Portuguese) and its important role in promoting annual conferences and supporting transportation research and education in the country. After making some critical reflections, we have outlined various research challenges that aim to improve the future of mobility in Brazil.

Teaching the Politics of Numbers with EthnoData: Ethnographic Experimentations through Statistics in Ecuador

This essay discusses the development and use of EthnoData, a multimodal and multimedia digital platform designed to critically engage different publics with data production and circulation in Ecuador. Created by Kaleidos, a research center at the University of Cuenca, EthnoData combines ethnography and large datasets on violent deaths, femicides, hate crimes, and missing people to analyze and challenge the conventional authority of official statistical evidence. EthnoData is also a pedagogical tool to disrupt linear narratives of violent deaths. It provides a collaborative learning space that enables users to generate their own theorizations and stories, highlighting the politics of classification and the socioeconomic inequalities embedded in the quantification of violence. The paper illustrates the platform's capacities through three examples: an interactive classroom exercise, an ethnographic essay on data reclassification, and its use in a deportation hearing in the US. These examples underscore EthnoData’s role in exposing the power dynamics in knowledge production and the real-life consequences of statistical categorizations. By democratizing access to data, EthnoData engages users in a critical reflection to question and better understand the politics and limitations of data, pushing for deeper and more nuanced comprehensions of statistical realities and their political implications.

Active strategies to strengthen logical mathematical thinking

Mathematical logical thinking is fundamental in the cognitive and academic development of students, facilitating problem solving and critical reasoning. This article focused on the analysis of problem-based learning to enhance mathematical performance in eighth-year students. basic of the Educational Unit “San Cayetano” of Chone, a problem that currently arises in this educational institution, the following question arises how to strengthen mathematical logical thinking in these students. Traditional teaching methods are considered obstacles that limit the effectiveness of active strategies to strengthen mathematical logical thinking. An in-depth review of the existing literature on the key aspects of problem-based learning and mathematics teaching was carried out. This article aims to implement problem-based learning as an active strategy to strengthen mathematical logical thinking in 8th grade students. A mixed approach was used, combining qualitative and quantitative methods to evaluate how this strategy can improve mathematical logical thinking. In the students, the results obtained through the observation sheet showed us the lack of implementation of active strategies in terms of solving mathematical problems, in the same way a survey was applied to the students, being satisfactory, highlighting the positive impact of this learning. based on problems in academic results.

Correlational between: Biological literacy and metacognitive abilities with critical thinking in junior high school students

Facing the 21st century which is an educational challenge requires schools to be able to produce students who have biological literacy skills, metacognitive skills and critical thinking skills. The study aims to analyze the relationship between biological literacy skills and critical thinking, analyze the relationship between metacognitive abilities and critical thinking, and analyze the relationship between biological literacy skills and critical thinking. metacognitive abilities with critical thinking. The research was conducted at Public Junior High School 3 Parungpanjang, Bogor. The research sample consisted of 150 class VII students consisting of 8 classes. Critical thinking skills are measured using a critical thinking instrument in the form of essay questions from 6 aspects of critical thinking. Biological literacy is measured using multiple choice questions with 4 levels of biological literacy dimensions. Metacognitive ability is measured using an essay question metacognitive ability instrument developed from 3 metacognitive aspects. The test results show that the average student's biological literacy ability is in the medium category, the student's metacognitive ability is sufficient and the student's critical thinking ability is high. There is a significant relationship between biological literacy and critical thinking but there is no relationship between metacognitive ability and critical thinking, and there is a mutual relationship between biological literacy, metacognitive ability and critical thinking with a correlation value of 0.444 (medium correlation).

Application of E- worksheet Oriented on PBL Model to Improve Critical Thinking Skills on Acid-Base Material

Humans often interact with substances containing acids and bases daily. Learning in schools in grade XI, namely in phase F, one of the element achievements that students must complete is that students can use the concept of acids and bases in everyday life. Students are expected to have critical thinking and open minds through scientific work increasingly and, at the same time, strengthen the profile of Pancasila students, especially honest, objective, critical reasoning, creative, independent, innovative, collaborative, and globally diverse. The objective of the research will be to enhance students' critical thinking ability in E-worksheet learning-oriented Problem-Based Learning models within the subject matter of acid and base. The research design used is a descriptive quantitative approach with a pre-experimental design using a "Pretest-Posttest Control Group design ". The sample used in this research was 36 students in two classes XI of SMAN 1 Waru, Sidoarjo City. Data were collected using observation sheets, tests, and questionnaires. Two lecturers and a chemistry teacher validated the instruments to collect data. Data analysis used N-Gain to explain how much students' critical thinking skills increased. It was found that students' critical thinking skills increased significantly, with 63,9% of students in class XI-1 and 83,3% in class XI-5 obtaining N-Gain scores included in the high category, which falls into a high category. The results of the study confirm that E-worksheets oriented towards PBL are effective in developing critical thinking skills in chemistry among students, especially on the topic of acids and bases.

성인평생학습자의 자기성찰과 시민역량 간의 구조적 관계: 대인관계능력과 비판적 사고의 간접효과

The purpose of this study is to analyze the indirect effects of interpersonal skills and critical thinking based on the structural relationship between self-reflection and civic competency of adult lifelong learners. To this end, data were processed using SPSS 27.0 and Amos 27.0 programs based on the data surveyed on 799 adult lifelong learners living across the country. Frequency analysis was performed to examine demographic characteristics, descriptive statistics to find out the normality distribution of each variable, Cronbach's α to verify the reliability of the measurement tool, and confirmatory factor analysis was performed to verify the validity. In addition, correlation analysis was performed to examine the correlation between research variables and structural equation model analysis to verify the hypothesis. As a result of the study, it was found that self-reflection had a significant positive (+) effect on civic competency, interpersonal ability, and critical thinking. Second, it was found that interpersonal skills had a significant effect on critical thinking and civic competency, and critical thinking had a significant effect on civic competency. Third, it was tested that interpersonal skills and critical thinking had a significant indirect effect between self-reflection and civic competency. Therefore, in this study, interpersonal skills and critical thinking are important to improve the self-reflection and civic competence of adult lifelong learning, and educational support is needed to improve lifelong education policy directions and programs.

An Analysis of Epistemology Implementation through Critical Thinking in the Modern Era

Critical thinking is a major discourse that often goes unnoticed, especially when society faces a contemporary phenomenon that insists on immediate understanding and absolute truth. The study analysis discusses the relevance and urgency of implementing critical thinking skills based on the epistemological approach necessary for all modern society. Diverse challenges and possibilities in the modern era require the skills of critical thinking. The aim is to prepare society to face these diverse challenges and approach new possibilities made in everyday life in the modern era. A descriptive qualitative approach, involving a comprehensive literature review of official documents, reference books, websites, government policies, and scholarly articles related to the research topic, was used in this study. From the results of the study on the topic above, it can be concluded that the cultivation of critical thinking, grounded in epistemological principles, is imperative. Critical thinking and epistemic cognition are no longer exclusive to Academics, but hostically become fundamental needs for everyone in modern society.

Exploring the Relationship between Critical Thinking Skills and Reading Comprehension of Advanced EFL Learners

The current study aimed to look into any possible relationships between the reading comprehension skills of male and female EFL learners and their critical thinking abilities. A total of 44 male and 49 female advanced EFL students were chosen to participate in the study. The reading comprehension assessment assessed the participants' reading comprehension skills to gather the necessary data. The participants were then given a Critical Thinking Questionnaire (Honey, 2000). We provided the students with instructions on how to respond to the questions. The results of the data's correlational analyses showed that there was a statistically significant relationship between the reading comprehension scores of EFL learners, both male, and female, and their critical thinking. Furthermore, it was discovered that there was no significant difference in the association between the critical thinking and reading comprehension skills of male and female students, suggesting that gender had no or little (if any) impact on these two variables.

Leveraging AI to enhance active learning strategies in science classrooms: implications for teacher professional development

The integration of artificial intelligence (AI) in educational settings offers transformative potential for enhancing active learning strategies in science classrooms. This paper explores how AI-driven tools can support the implementation of active learning methodologies such as problem-based learning (PBL), interactive simulations, and personalized learning pathways. These strategies have been shown to increase student engagement, foster critical thinking, and deepen the understanding of scientific concepts. The analysis highlights the role of AI in creating adaptive learning environments where students receive real-time feedback and differentiated instruction tailored to their individual learning needs. An essential aspect of leveraging AI for active learning is ensuring that teachers are adequately prepared to implement these technologies effectively. The discussion delves into professional development programs that equip educators with the skills and knowledge to incorporate AI tools into their teaching practices. Such programs should emphasize hands-on training, collaborative workshops, and continuous learning opportunities that align with current advancements in educational technology. By fostering teacher confidence and proficiency, these initiatives ensure that educators can maximize the benefits of AI to enhance student learning outcomes. The paper also considers the implications of adopting AI in teaching for long-term educational practices, including ethical considerations, data privacy concerns, and the importance of maintaining a human-centric approach in classrooms. Examples of successful implementations and case studies provide insights into best practices and the challenges encountered. This comprehensive approach underscores the value of combining innovative technology with strategic teacher development to create enriched, interactive, and sustainable learning environments that promote critical thinking and environmental awareness among students.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Student’s scientific argumentation skills in biology: A gender-based analysis

Scientific argumentation skill is important to develop in learning because it empowers students' way of thinking in forming new knowledge, stimulates activity, learns to solve problems, build socio-cultural activities through presentations and criticism, encourages students to express their thoughts, understand concepts more easily and get used to critical thinking and logical. This research aimed to determine the significance of differences between scientific argumentation skills based on gender. Research data was obtained from sample class data, namely class XI Science at Bustanul Mubtadiin Proppo Pamekasan High School with 22 students. Measurement of scientific argumentation skills based on gender using an essay writing test with a scientific argumentation rubric using the Osborne Argument Model. Aspects measured were based on the quality of rebuttal, data, collateral, support, refutation, or presence of conflicting claims. The hypothesis test used was an independent sample T-Test using the Jamovi Statistics program. This study reported that the scientific argumentation skills of male and female students were significantly different, which scientific argumentation skills of female students were higher than males. This research provided implications for students to be skilled in scientific argumentation, especially in biology.

The freedom to learn-independent campus curriculum for shielded metal arc welding: A teaching module development

This study was triggered by the existing teaching modules for the Shielded Metal Arc Welding (SMAW) subjects taught at vocational high schools, which do not align with the Freedom to Learn-Independent Campus (FLIC) learning objectives, and do not provide a systematic organization. In order to enhance the learning experience, this research developed a new learning module that integrated Problem-based Learning (PBL), promoting critical thinking, and the practical application of theoretical concepts, following the FLIC curriculum. Utilizing a Research and Development (R&D) approach with the Instructional Design Institute (IDI) model, this study involved two welding instructors and four lecturers as validators to assess the content and usability of the module. The IDI model comprised three steps: instructional (define), development (develop), and institute (evaluate). The research findings regarding the validity assessment by subject matter experts yielded a final validity score of 0.924, while media and language experts provided a score of 0.936, meeting the valid criteria. The practical usability test of the learning module resulted in a score of 94%, indicating that it is highly practical for students to use as learning media. Based on the validity and practicality assessments of the developed module, it can be concluded that the SMAW learning module is highly practical to use as teaching media, aligning with FLIC curriculum.

The dual role of AI in personalized learning: Enhancements and hindrances for diverse learners

This study examines the dual role of Artificial Intelligence (AI) in personalized learning, exploring how AI can both advance and hinder individualized educational experiences for diverse learners. AI technologies—such as adaptive learning platforms, intelligent tutoring systems, and data analytics tools—offer tailored pathways that can increase engagement, accommodate learning differences, and improve academic outcomes. However, challenges also emerge, including algorithmic bias, over-reliance on technology, and potential compromises in data privacy and human interaction. Findings indicate that while AI can enhance personalized learning, it requires careful integration to avoid exacerbating disparities and to support critical thinking and social skills. The role of educators remains essential, with recommendations for professional development to equip teachers with the skills to leverage AI effectively and ethically. This study highlights the importance of a balanced approach in AI integration, combining technological tools with human-centered teaching practices to create inclusive, equitable, and effective learning environments.

The Causal Model of Factors Affecting “Scientific Inquiry Ability”: A Survey of Lower Secondary School Students Using the Test of Integrated Process Skills, Focusing on their Indices for Proactive Attitude and Critical Thinking

The Causal Model of Factors Affecting “Scientific Inquiry Ability”: A Survey of Lower Secondary School Students Using the Test of Integrated Process Skills, Focusing on their Indices for Proactive Attitude and Critical Thinking