Critical Thinking Approach Research Articles

Penerapan Model Pembelajaran Critical Thinking untuk Meningkatkan Hasil Belajar Siswa dalam Keterampilan Menulis Teks Deskripsi Siswa Kelas VII/A SMP Negeri 1 Angsana Kabupaten Pandeglang Tahun Pelajaran 2019/2020

The teaching and learning process in schools so far the teachers have experienced difficulties in explaining learning material, especially in writing skills, especially in writing description text material so that the Indonesian language scores of students are still low. The purpose of this study was to find out whether the Critical Thinking model could improve the learning outcomes of class VII / A students in the Indonesian language subject, the subject of Writing Descriptive Text at SMP Negeri 1 Angsana, Pandeglang Regency in the odd semester of the 2019/2020 academic year. This research is a classroom action research, using the steps of planning, acting and reflecting. The sampling technique of this research was taken from all existing populations and used as samples without selecting information, as samples were students of class VII / A SMP Negeri 1 Angsana, Pandeglang Regency, amounting to 28 students. The results showed that with the Critical Thinking Approach the learning outcomes of students in each cycle had increased as evidenced by the 50% pre-cycle students' learning completeness, (average value 66) increased in the first cycle reaching 79% (average value 78) while in the cycle II completeness of student learning has increased to 100%, (average value is 79), thus it can be concluded that the Critical Thinking Approach can improve student learning outcomes in Indonesian subjects in Writing Description Text materials.

Development of story of atom enrichment book apply four steps teaching material development (4S TMD)

The purpose of this research is to develop the story of atom enrichment book using Four Steps Teaching Material Development (4S TMD) method. In addition to providing detailed information about the development of atomic theory and to minimize misconceptions, making story of atom enrichment books aim is to describe concrete examples of applying critical thinking and scientific approach. 4S TMD method consisting of selection, structuring, characteristics, and reduction stages. The selection stage was conducted by gathering and selecting various information to identify problems, determine the theoretical background for strengthening products, and various materials in the product. The structuring phase was carried out by developing the product draft. The characterization stage was performed so that the products are made accordingly. The finished product was reviewed by experts and revised based on the review’s results. At the reduction stage, the product was reviewed by students as the product user target mainly from the aspect of language and readable to improve the product suitability. After the product had been revised, the product was strengthened by a product quality assessment to show that the product fits as a learning resource.

Shattering Ethnocentric and Eurocentric Subjectivities in foreign language teaching: A Critical Intercultural Perspective

The complexity and essence of languages and cultures are unique. People live in culturally built niches based on beliefs, subjectivities, skills, and practices resulting from symbolic and material inheritances passed down from generation to generation. Throughout the qualitative, documentary, and hermeneutical research, it has been feasible to identify that postmodern society has reified the human being. People are considered a means of production and consumption. Besides, the dominant groups impose languages and cultures that they label as prestigious, ignoring that every person is unique and has ideas, values, principles, religions, languages, unrepeatable cultures. This article will describe the process of subjectivation and its relationship with 'technologies of power,' which enforce thoughts, self-concept, and behavior abstractly, subtly, and invisibly. The research results depict that some authors define the English language as dominant, imperialistic, and homogeneous. The article goes further than intellectual elaboration about English language teaching and proposes that educational institutions should be sites where students actively adopt an intercultural, analytical, and critical thinking approach. That way, students learn to discover their identities, value pluralism, research the causes and consequences of domination processes, and are open to diversity without acquiring ethnocentrism or xenophobic ideologies. The article contests neutrality and absolutism in education. It views schools as cultural and political arenas where teachers should support students to understand reality with arguments and reflection, building a more democratic and proactive society. Thinking about education from a humanistic and ethical approach and holding transformative social action in classrooms respond to the chaotic and uneven prevailing world.

Escape Rooms in Paramedic Education

Introduction Even with paramedicine's evolution, clinical decision-making will always be a crucial learning and teaching requirement. As part of their learning, paramedic students need to develop critical thinking and collaborative approaches with others. The aim was to review the literature around escape room activity as a pedagogical approach for paramedic education. The intent is to contribute to the discussion around authentic and engaging approaches to teaching clinical thinking and decision making in paramedicine. Methods A systematic review was undertaken to review existing literature on using this approach in higher education. EBSCO, Medline, CINAHL, ScienceDirect, ProQuest and PubMed were used to review paramedic and health education strategies using a list of keywords. Results There were 23 scholarly papers examining the use of escape rooms in an educational context found. There was no reference to using this teaching methodology in paramedicine, but some health contexts were identified for nursing, pharmacy, radiology and medicine. Conclusion With an instructional design that addresses logistical requirements, educational escape rooms can be used effectively in paramedic higher education. This review highlights a longitudinal study is needed to assess an educational escape room's implementation into the paramedic higher education curriculum. A longitudinal, multi-university study can further explore the feasibility of using a blended online/offline escape room activity in large enrolment paramedic programs.

Влияние культурных и образовательных традиций на практики формирования критического мышления

We consider the cultural and philosophical aspects of critical thinking and scientific approaches to them in the classical and postclassical philosophy of education. We characterize the specific features of thinking and requirements for it within the framework of the traditional and new models of educational values. We note that in the culturological value context an important place is occupied not by individual models as an intrinsic value, but by the presence of continuity, the implementation of the principles of complementarity and interdependence of “traditional” and “modern”. We analyze the concepts of “culture of thinking” and “culture of education”. We pro-vide definitions and levels of critical thinking in their relation to universal human cultural values, taking into account the awareness of the multipolarity of world. We propose an approach to solv-ing problematic issues related to the formation of critical thinking, in accordance not only with his-torically established philosophical doctrines about thinking, but also with cultural and educational traditions. As an example of the traditions influence of culture of thinking on the critical thinking formation, such educational practice as “Philosophy for Children” is given. We substantiate the choice of programs and methods of philosophizing with children based on cultural reality and spi-ritual problems (intellectual, political, ethical, etc.), characteristic of a particular state. We con-clude that there is a close relationship between cultural and educational traditions and key aspects of the critical thinking formation.

Computer Modeling as a Means of Implementing Project-Based Activities in STEM-Education

The issues of application of projects implemented with the help of computer modeling within the framework of STEM-education, which is fundamentally different from traditional teaching, are considered. This system creates conditions for development and improvement of analytical and creative abilities of students, gives them an opportunity to try themselves in teamwork, and develops their independence in acquiring new knowledge. This type of activity contributes to the integration of academic subjects, the formation of students’ skills of using modern technologies and modeling in their activities. Independent creation of models gives students the opportunity to better understand the basic properties of objects, phenomena, processes, their studied components, and the relationship between them. The study of models develops in children the skills of analysis, synthesis, critical thinking, and methodical approach to content realization by means of computer modeling within the framework of project-based activities. The results of the research into the use of computer modeling as a means of implementing project activities in STEM-education are presented. The conception of the research was cross-cutting skills common for all key competencies would be formed among those who receive education after the STEM-projects implementation. Cross-cutting skills are formed in all subjects and are common to the key competencies. In the course of the study we have come to the conclusion that after the implementation of STEM-projects the distribution of cross-curricular skills common to all key competencies of education applicants has changed.

Academic Writing Using Critical Thinking Approach of Student PBSI FBS Universitas Negeri Yogyakarta

The main problem in this article is the low awareness of students' critical thinking when writing various academic activities. One of the reasons for this condition is that learning to write academic forms has not used the right approach or model. The purpose of writing this article is to describe the application of Critical Thinking in student academic writing. This research was written using literature study and direct observation of the academic writing lecture process, namely writing scientific papers. The results of the observation show that in a class that does not use the Critical Thinking approach, it shows that during the academic writing lecture process, students have not developed the concept of critical thinking properly so that their written work has not produced critical and innovative products. However, in classes that apply the Critical Thinking Approach, lectures have been running effectively and the students' written work is in accordance with the assessment criteria. This increase and effectiveness is because students carry out the stages of analysis, evaluation, reconstruction, and creativity during writing lectures.

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

Critical thinking has been one of the 21st-century skills consistently associated with students’ future career advancement as a positive student outcome of STEM education. The aim of the study is to develop and validate science critical thinking skill instruments to assess the improvement in the subject of living organisms and force and friction through design-based STEM education. In this design-based research study, the student’s modules were developed by the integrated STEM education principles involving the activities and worksheets in line with the frame of critical thinking approach. The kappa statistics for content validity, exploratory and confirmatory factor analysis for construct validity, and item and reliability analysis for the quality of items were used in the development stage of instruments. The results of these analyses endorsed the 15 two-tier item for each test of Living Things Critical Thinking (LTCT) and Measuring Force and Friction Critical Thinking (MFFCT) as unidimensional constructs to produce valid and reliable data to measure the fifth grade students' critical thinking skills in the related science content. Comparing the pre and post applications of instruments in the study group indicated that STEM modules improved the students’ science critical thinking skills such as interpretation, analysis, and inference. In this respect, developing and validating instruments to assess the integrated critical thinking skills will contribute to the empirical examination of this construct within the context of school science learning.

Healthcare professionals' perspectives on enrolled nurses, practical nurses and other second-level nursing roles: A systematic review and thematic synthesis

BackgroundSignificant workforce shortages and economic pressures have led to the expanded scope and reintroduction of new roles for second-level nurses in many Organization for Economic Co-operation and Development countries. Given this, there is a need to understand the emic and etic perspectives of second-level nurses, to ensure collaborative teamwork and safe patient care. ObjectiveThis review aimed to systematically identify, appraise, and synthesize qualitative research evidence on healthcare professionals' perspectives on second-level nursing roles in the healthcare workforce. These findings inform recommendations that would influence the development and implementation of these roles in healthcare organisations. DesignA systematic review and thematic synthesis of qualitative research was conducted. Six databases were systematically searched and forward and backwards searching completed. Included studies focused on healthcare professionals’ perspectives (including views of second-level nurses themselves) on second-level nursing roles. All included articles were from Organization for Economic Co-operation and Development countries. The Critical Appraisal Skills Programme checklist for qualitative research was used to assess the evidence quality. The results section of each included article was coded and descriptive themes were developed. An interpretative and iterative process led to the final analytic themes. FindingsTwenty-six qualitative studies were identified from five countries over 26 years. Four analytic themes were identified: undifferentiated role; efficient but limited; subordinated task-doers; and broadening scope and strengthened identity. The synthesis demonstrated dichotomies wherein some second-level nursing roles were devalued, and others had increasing scope and responsibility. Role and boundary confusion was evident and had not decreased over time. Hierarchies in nursing practice underlined the split between critical thinking and hands-on approaches to care which, in some cases, debased the second-level nursing role because of its association with practical hands-on care. ConclusionsThe analytic themes in this synthesis suggest that second-level nurses have faced the same issues over decades with little change. Perceptions of second-level nursing roles are primarily influenced by meso (organisational level) factors and micro (individual, behavioural) factors.The synthesis concludes that a cultural shift in valuing the hands-on care provided by second-level nursing is necessary, along with systems-level shift that clarifies the role of second-level nursing within healthcare teams to enhance collaborative practice. Further research should attend to macro-level influences on perceptions of second-level nurses, the work they do, and how this is valued or institutionally embedded.Tweetable abstract: Healthcare professionals' perspectives on second-level nursing roles: a systematic review and thematic synthesis

A Study on National Education Policy 2020 Concerning Career Opportunities

Education is the key to achieve overall development and acquire human potential, developing an equitable and just society, and promoting development. Providing universally quality education which is a pivotal element in success, leadership on the global stage in terms of economic growth, social justice, equality, scientific advancement, cultural preservation, and national integration.Indeed, with the quickly changing employment landscape and global ecosystem, it is becoming increasingly critical that students not only learn but, more importantly, learn how to learn. Education, thus, must move towards less content and more towards critical thinking and problem solving approach. The pedagogy of NEP-2020 must make students evolve with experiential, holistic, integrated, inquiry-driven, discovery oriented, learner-centered, discussion-based, and flexible, and of course, enjoyable.The world is undergoing rapid change in the knowledge scape. Today’s education should not offer a mere degree, but should be capable of imparting skills, technical knowledge, job-oriented training and should bring employment to the degree holders. It is to wish that the new education system should bring career opportunities to the students by imparting quality education with a universal approach and learner-centric pedagogy.In this context, this paper focuses on the new education policy w.r.t. its scope towards career opportunities in the coming era in achieving full employment

Mindfulness in Motion and Dietary Approaches to Stop Hypertension (DASH) in Hypertensive African Americans.

Hypertension increases the risk of developing Alzheimer's disease or related dementias. This pilot study's purpose was to examine the feasibility and acceptability of a novel intervention, Mindfulness in Motion (MIM) and Dietary Approaches to Stop Hypertension DASH (MIM DASH), to improve diet, mindfulness, stress, and systolic blood pressure (BP) in older African Americans with mild cognitive impairment (MCI) and hypertension. Cluster randomized controlled trial. Intergenerational community center in a large metropolitan area. African Americans with MCI and hypertension. Participants were divided into six groups randomized 1:1:1 to the MIM DASH group, attention only (non-hypertensive education) group, or true control group. The MIM DASH and attention only interventions were delivered in 8-weekly 2 hour group sessions. MIM included mindful movements from chair/standing, breathing exercises, and guided meditation. The DASH component used a critical thinking approach of problem solving, goal setting, reflection, and self-efficacy. The true control group received a DASH pamphlet at the end. Feasibility was tracked through enrollment and attendance records; acceptability was assessed through interviews. Blood pressure was measured using the Omron HEM-907XL Monitor. Dietary intake was measured by DASH-Q. Mindfulness was measured by the Cognitive and Affective Mindfulness Scale. Stress was measured by the Perceived Stress Scale. MCI was determined using the Self-Administered Gerocognitive Examination. Data were collected at baseline and 3-months. Median session attendance was six for the MIM DASH group and six for the attention only group. There were no changes in diet, mindfulness, or stress. There was a clinically significant reduction in systolic BP in the MIM DASH group (-7.2 mmHg) relative to the attention only group (-.7), and no change between the MIM DASH and true control groups. Results indicate that the MIM DASH intervention was feasible and culturally acceptable in African Americans with hypertension and MCI.

Teaching the Nature of Science from a Philosophical Perspective

This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.

Critical Thinking Skill Gap in the Kenyan Education Curriculum

Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind. 

Improved fuzzy‐assisted multimedia‐assistive technology for engineering education

AbstractPresently, technological developments within the academic and online education sectors have enabled mobile data‐based interactive strategies to impact transformative learning innovations for improving the learning experience. Nowadays, fuzzy logic has become a part of engineering educational systems, and it provides uncertainty‐defining logic. In this paper, the following method has been proposed for the engineering educational system: Recommending groups in E‐learning‐based fuzzy learning approach with multimedia‐assistive technology. In the recent past, assistive technologies have served as a tool or platform for resolving problems and improved learning through many factors, such as critical thinking, multimodal communication, and motivational approaches for students. Currently, the application of fuzzy logic in education has helped in making decisions in an effective manner. These technologies and experiments have significant roles in student success, because a classical student evaluation and a group study approach for high‐quality learning are no longer sufficient.

Болашақ педагог мамандарды студенттердің сын тұрғысынан ойлауын дамытуға баулу

The problems of developing critical thinking in the training process of future teachers are considered in the article. In introduction the relevance of this study in the regulatory documents adopted in the Republic of Kazakhstan are analyzed. The structure of critical thinking of future teachers is determined and its components are analyzed. The concepts of “criticism” and “critical thinking” are analyzed and refined in the studies of scientific researchers. The basic model of critical thinking development technology is given. The development stages of the of critical thinking technology, approaches and methods are considered that can be used at each stage. A model for the development of critical thinking of future teachers is given that are created on the basis of experience that conducted in a pedagogical university. The article notes that the technology of developing critical thinking gives effective results, if take account the specific features of the specialty.

A New Impact of Insolvency Reforms on Business Survival and Recovery Perspectives

This conceptual article concentrates on the insolvency and recovery reforms and business survival. The aim of the research is an evaluation of the impact of insolvency law reforms on the increase of businesses’ survival. The study focuses on a comparative analysis of insolvency reforms on EU level, including the advantages and disadvantages, with a special emphasis on the Polish case, which includes some similarities and differences to other EU countries’ insolvency procedures. The article presents the concept of the most effective insolvency framework and its efficiency (as well as legal and financial framework) that gives the best results for companies to survive, to start recovery procedures and restructuring, not to go bankrupt, and not to become liquidated and eliminated from a competitive market. Taking a critical thinking approach, the article indicates the weaknesses of the existing insolvency procedures that should be improved and offers some recommendations for the future. The study covers, from a scientific point of view, the important issues that, in the face of complexity, a global, turbulent environment, and the global financial crisis, deserve an investigation. The findings and the implications are crucial not only for scientists, but also for insolvency practitioners, business and financial institutions’ representatives, and policymakers.

RESTING STATE NETWORK AND MINDFULNESS IN MOTION PLUS DASH DIET IN AFRICAN AMERICANS WITH MILD COGNITIVE IMPAIRMENT

The resting state network (RSN) is a target of interest in neurodegenerative research, with evidence linking functional connectivity of its constituent nodes with mild cognitive impairment and dementia. Given the emerging linkage between Alzheimer’s disease and related dementia disorders (ADRD) and hypertension (HTN), non-pharmacological interventions that promote RSN connectivity and blood pressure are needed. The purpose of this pilot study protocol is to deliver a novel intervention, combining mindfulness and the Dietary Approaches to Stop Hypertension (DASH), to improve RSN connectivity and blood pressure in African American (AA) older adults with MCI and HTN. Thirty-six AAs aged 65 and older will be randomized to mindfulness plus DASH, attention control (non-health related education), or a control group. The Mindfulness in Motion (MIM) plus DASH intervention is delivered in 8-weekly group sessions of 6-10 participants. MIM includes mindful movements from chair/standing, breathing exercises and guided meditation. The DASH intervention uses a critical thinking approach that involves problem solving, goal setting, reflection, and developing self-efficacy. Both components are culturally tailored for older African Americans. Cognitive examination, diet and mindfulness practice surveys, blood pressure, and functional magnetic resonance imaging (RSN) data are collected at baseline and 3 months. Forty-eight AAs were screened and 17 were enrolled (women= 13; men= 4) to date. Of the 17 enrolled, 7 were eligible for neuroimaging. Findings from this pilot study may provide the preliminary evidence that MIM plus DASH may improve RSN connectivity and blood pressure in this population at risk for ADRD.

Improving Law Student Ability on Legal Writing through Critical and Logical Thinking by IRAC Method

The lack of good stigma is attached to student activists, ranging from the unsatisfactory level of academic quality, graduating on time, not responsive and very reactive, hard and opposing views, to demonstrations that are colored by violence. The stigma is only in a few cases, not all activists face such conditions, but this stigma seems to have been far attached. The development of student activists today demands that activists must also have three literacy abilities: data literacy, humanitarian literacy, and technological literacy. However, based on the preliminary results of this activity, 90 percent of UNNES Law School student activists agreed that activists must have a critical attitude and critical writing skills, but only about 10 percent of activists who had taken it seriously (thought publications in various forms). This activity is aimed at developing the critical abilities of student activists through increased publications in various media. This activity also aims to establish a critical writing community for student activists and present a concrete forum for channeling ideas and solutions for student activists in writing that can be read by many people. This activity is carried out through a critical thinking approach in legal studies using the IRAC (Issue, Rule, Application, Conclusion) method which is commonly used in analyzing various cases in legal study thinking.

“My BEST friends, the books”

Purpose The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach. Design/methodology/approach This approach is inspired by the Critical Thinking and Book Time approach (Roche, 2010, 2015). The program, based on the scales and competences of the Βar-On (2006) model of social-emotional intelligence, explores the way young readers interpret social-emotional skills when discussing about literary characters in children’s picture books. This paper examines the philosophy, the main characteristics and structure of the program, and presents the first results of the pilot phase. Findings The initial findings indicate that the design and implementation of such a program is a complex procedure that requires from the researcher to take into consideration various aspects that concern both the material and the participants, but also to step back and let children express their thoughts freely. Originality/value Moreover, such discussions allow for understanding how preschoolers interpret the social-emotional skills of literary characters in a critical manner.

Comparison of General Dentistry Curriculum in Iran with Eight of the World's Top Dental Faculties.

Background and objectives:A curriculum is a general and immense outline of an educational activity. A curriculum defines teaching content, student and curriculum assessment methods, and ultimately defines the framework for each activity in the curriculum. Given the importance of training in medicine and dentistry, the purpose of this study was to compare Iran's general dentistry curriculum with eight of the world's top dental faculties. Materials and methods:In descriptive-comparative research, the important components and parameters of the curriculum of the PhD in dentistry at several universities in the world were studied and compared with Iranian curriculum. The present study was conducted in two stages: The first phase included finding the best dental faculties in the world; the second phase was to identify and examine the various components of the curriculum of the PhD in Public Dentistry in Iran and the 8th highest dental faculties in the world and compare them according to Loudvigsson indicators. The results of the study were reported using descriptive statistics (frequency and percentage). Results:All of the evaluated indicators were in the Iranian curriculum. The study of the eight top universities in the world showed that the indicators worth paying attention to, including critical thinking and scientific approach in the program, student-centered curriculum, horizontal and vertical integration, systematic education, education based on community health care system, community-based education and ethical principles, existed in all curricula of the studied colleges. The presence of a selective framework in a curriculum and early clinical exposure was only available in the educational curriculum of four universities: Toronto, UNC, Minnesota and UCLA. The focus on small group work was defined as the prevailing educational method in three Herman Ostrow, Minnesota and UCSF universities. The problem-solving learning index was only presented at two universities in Osaka and NYU. Conclusion:The highest rates of Loudvigsson indicators in general dentistry curriculums of eight universities in the world were 90% and at least 72.7%, while the above indicators were 100% in the dentistry curriculum of Iran. According to the indicators of Loudvigsson, Iran's dental training program is ranked high in content.