Critical Thinking Capabilities Research Articles

Designing a STEM Project-Based Learning Module for Scientific Literacy and Critical Thinking Elementary School Students

STEM education is useful for facing 21st century competition. However, the availability of STEM project-based learning (STEM-PjBL) modules for enhancing scientific literacy and critical thinking Indonesian students is still rare, especially at the elementary school level. The objective of this study is to design a STEM-PjBL module that enhances students' 21st-century skills, specifically focusing on improving their scientific literacy and critical thinking capabilities by organizing the constructs and items within the module. This study is qualitative research at the stage of designing the content of STEM-PjBL module using literature reviews and expert interviews. The acquired data underwent thematic analysis for examination. The resulting module construct includes module objectives; module structure; module content that includes STEM components; scientific literacy components, and critical thinking components; learning aids or media; and assessment in modules with accompanying items for each construct. The resulting module construct and item are used as the basis for the next stage, namely the module development stage. This study holds significance for advancing STEM education in Indonesia and serves as a valuable asset, particularly for initiatives highlighting STEM-PjBL learning activities aimed at enhancing 21st-century skills

Technology-empowered Blended Learning: A Case Study of Contemporary American Society and Culture Course

Under the background of integration of technology and higher education, this paper probes the question whether technology can advance liberal education, especial the critical thinking capability required by liberal education, in English major. The paper first identifies English major as a part of the humanity and social science disciplines, in which liberal education is essential and indispensable. Since liberal education emphasizes the capability of critical thinking, the paper then asks whether the integration of technology can promote the student’s critical thinking and therefore facilitate liberal education. The paper then applies the eight principles of critical thinking (TERRIFIC Principles) to evaluate the blended teaching of Contemporary American Culture and Society (CACS), a core course of English major at the Faculty of English Language and Culture, GDUFS. After examining the textbook, syllabus, program setting, teaching practice and assessment of CACS, it is found that blended online and offline teaching is better at developing the student’s capability of critical thinking than traditional offline teaching. The paper concludes that technology-empowered learning is conducive to liberal education.

Analysis of Students' Critical Thinking Disposition in Science Learning

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.

Improving Students’ Critical Thinking Skills Using Guided Inquiry with Problem-Solving Process

High-level thinking skills known as critical thinking are deemed essential for students in the contemporary era to equip them for the challenges ahead. However, current research suggests that students’ proficiency in critical thinking remains relatively insufficient. This research endeavors to explore how the application of guided inquiry combined with problem-solving techniques influences the critical thinking abilities of 11th-grade students. Carried out in a public high school situated in Jakarta, Indonesia, this quantitative study involved seventy-two students chosen as participants. Employing a quasi-experimental approach, two intact classes were enlisted and randomly assigned as either the experimental group (n=36) or the control group (n=36). Data were collected through an essay test assessing critical thinking skills and were subsequently analyzed using independent and paired sample t-tests. Results revealed a positive impact of guided inquiry supplemented with problem-solving techniques on students’ critical thinking capabilities. Consequently, it can be deduced that this instructional method effectively enhances students’ critical thinking skills. The findings recommend educators adopt guided inquiry coupled with problem-solving strategies to cultivate students’ critical thinking abilities to a satisfactory level.

Unlocking Critical Thinking: The LCI Learning Model for Pre-Service Elementary School Teacher

This study explores the effectiveness of the Learning Cycle-Inquiry (LCI) model in enhancing critical thinking skills among pre-service elementary school teachers in remote areas of Malang, Indonesia. The development of critical thinking skills is fundamental for educational success and effective problem-solving in real-world scenarios. Despite its recognized importance, the cultivation of these skills remains insufficiently addressed in Indonesia's educational practices, especially among pre-service teachers destined for elementary education in remote locales. To address this deficiency, a quasi-experimental research design was implemented, involving 82 pre-service teacher students distributed across four classes. These classes were systematically assigned to either the LCI model, the learning cycle, inquiry-based methods, or conventional teaching strategies. The effectiveness of these methods was measured using ANCOVA and LSD statistical analyses. The findings revealed that the LCI model significantly improved critical thinking skills (p 0.001), outperforming other educational approaches, with a corrected mean value of 84.39. These results underscore the potential of the LCI model to substantially boost critical thinking capabilities and suggest its wider adoption could enhance educational outcomes in similar settings.

Enhancing Students’ Critical Thinking through Translation Practice: A Narrative Review

This paper delves into one of the primary challenges in higher education, which revolves around the methods employed by educators to cultivate enhanced critical thinking skills in students. While certain majors such as philosophy, logic, and literary criticism inherently demand higher levels of critical thinking, there exists a pressing need to investigate the efficacy of practical exercises like translation in fostering critical thinking abilities among university students (Ghazala, 2008; Beylard-Ozeroff, Lev?, & Popovi?, 1998). In this context, this narrative review embarks on an exploration of the intricate relationship between critical thinking and translation. While previous research has predominantly concentrated on the influence of critical thinking on translation quality, this study takes a novel perspective by assessing whether engagement in translation activities can indeed augment the critical thinking capabilities of students. Through an extensive literature review, this study examines existing research that elucidates the correlation between critical thinking and translation skills. Furthermore, it scrutinizes the fundamental constituents of critical thinking and the cognitive processes intricately involved in translation. The findings from this investigation unveil a positive connection between the practice of translation and the enhancement of critical thinking skills among students. Consequently, this narrative review not only contributes valuable insights but also underscores the potential educational advantages of incorporating translation exercises into curricula as a means to foster critical thinking.

ChatGPT and the Pedagogical Challenge: Unveiling the Impact on Early-Career Academics in Higher Education

Emerging Artificial Intelligence (AI) tools like ChatGPT offer considerable promise for enhancing professional development in higher education. This study focuses on the experiences of early-career lecturers who utilise ChatGPT for professional development. Central questions explore ChatGPT's influence on their overall professional experience and the challenges and benefits of its use. While research on AI in education has been growing, few studies have delved into the specific experiences of young academics using ChatGPT. This study employed qualitative methods to address this gap, pre-cisely 45- to 60-minute in-depth interviews with two purposively selected lecturers, followed by a thematic analysis using a grounded theory approach. Our findings reveal a multifaceted landscape: on the one hand, ChatGPT enhances the ability to construct intricate academic arguments, increases effi-ciency in research and teaching tasks, and heightens critical thinking capabilities. Conversely, chal-lenges such as initial technical hurdles, occasional incorrect outputs, and concerns about over-dependency were also highlighted. Through this investigation, the study contributes to the broader discourse on AI in education by illustrating both the promising opportunities and potential pitfalls of using ChatGPT in academia. The study underscores the need for a balanced approach to AI adoption. It offers insights into the role of AI tools like ChatGPT in shaping the future of professional development in higher education.

Strategies of Content Knowledge Representation and EFL Learners‘ English Writing Proficiency: Mediating Role of Critical Thinking Skills

The exploration of optimizing content knowledge representation and enhancing critical thinking capabilities in English as Foreign Language (EFL) learners’ writing still needs to be improved. Cultivating adept critical thinking skills and effective content knowledge representation is paramount for EFL learners, given its correlation with heightened writing proficiency. This study sought to examine critical thinking skills as a mediator in the correlation between strategies of content knowledge representation and writing proficiency among EFL learners. A total of 360 English as foreign language participants engaged in the California Critical Thinking Skills Test and responded to a questionnaire on strategies of content knowledge representation conducted at Kaifeng Science Technology and Communication College, China. Subsequently, participants undertook a writing task, and the outcomes underwent analysis using SPSS 26.0, incorporating descriptive analysis, correlational analysis, and AMOS 24.0 for mediating analysis. The findings unveiled a correlation between critical thinking skills and EFL learners’ writing proficiency, echoing the association observed between content knowledge representation strategies and writing proficiency. Furthermore, critical thinking skills were identified as a mediator, linking content knowledge representation strategies to writing proficiency among EFL learners. The combination of content knowledge representation and critical thinking skills emerged as a positive role in the writing process. This research underscored the paramount significance of critical thinking skills within a specialized discipline, highlighting their transformative potential for EFL learners’ writing competency and accentuating their functions in the broader writing pedagogy.

The Effect of Student Worksheet-Assisted Project-Based Learning on Learning Outcomes and Critical Thinking in Moderation of Student Learning Motivation in Electrolytic Cell

This study aims to discover the differences between learning outcomes and critical thinking skills between students who follow project-based Learning and conventional Learning. Second, to know the impact of project-based learning on student worksheets on learning outcomes and critical thinking in moderation of student learning motivation. The method used in the initiation is a quasi-experiment with a pretest-posttest control group design. The results show that (1) there are differences in learning outcomes between students who follow project-based learning and students who follow conventional learning; (2) there is a difference in critical thinking capabilities among students who go with project-based learning and conventional students; (3) motivation to moderate project-based learning to help students worksheets to improve student's learning outcomes; (4) motivation not to moderately project-driven Learning to help students' worksheets on critical think ability.

Supporting the Development of Science Pre-service Teachers' Creativity and Critical Thinking in Secondary Science Initial Teacher Education.

Creative and critical thinking (C&CT) capabilities are essential qualities of future ready scientific literate citizens. As teacher educators, developing C&CT in science pre-service teachers (PSTs) requires supporting PSTs' development of C&CT, in addition to supporting their understanding and capacity to teach for development of C&CT in their future school science students. In this study, four secondary science educators critically reflected on the development of our professional knowledge and practice for supporting secondary science PSTs' understanding of, and capacity to teach, C&CT as future teachers of science. Meeting transcripts, reflective journaling and curriculum documents were inductively analysed for key themes, utilising an iterative approach with multiple cycles of review. Findings showed that integrating C&CT in explicit ways in our teaching and assessment tasks was not as straight-forward as initially imagined. Three themes were identified, showing how our thinking evolved, namely (1) becoming sensitised to C&CT in our science ITE practice; (2) developing a shared language and understanding for science education; and (3) illuminating the conditions for teaching C&CT. A recurring feature in all themes was the value of tensions for sensitising us to specific aspects of C&CT and its teaching. We offer recommendations for others seeking to develop science PSTs' C&CT.

Effects of Blended Simulation on Nursing Students' Critical Thinking Skills: A Quantitative Study.

Critical thinking is regarded as imperative to healthcare quality and patient outcomes; therefore, effective strategies in nursing education are required to promote students' critical thinking abilities, leading to their success in clinical work. Accordingly, simulation-based education has been suggested as a measure for achieving this goal. The aim of this study was to explore whether a nursing education course with blended simulation activities (hands-on simulations with high-fidelity manikins and a web-based interactive simulation program) could increase nursing students' critical thinking skills. A quasiexperimental, one-group pretest and post-test design was utilized. Data were collected through premeasurement and postmeasurement using a critical thinking questionnaire and were analyzed using paired sample t-tests, independent sample t-tests, and the nonparametric Wilcoxon signed-rank test. The effect size was calculated using Cohen's d formula. Sixty-one nursing students (57 women and four men, mean age 30 years) participated in the study. Findings of the paired sample t-test showed a significantly higher mean score for posteducation than pre-education, indicating a significant change in nurses' critical thinking capabilities (p < .001). The results for Cohen's d formula ( - 0.87) of the mean scores between pre-education and posteducation indicated a large effect size. The Wilcoxon signed-rank test also showed a statistically significant increase in the students' critical thinking abilities between pre-education and posteducation measures (p < .001). No statistically significant differences were found in the mean score according to age or sex. This study concluded that blended simulation-based education can increase nursing students' critical thinking capabilities. As a result, this study builds on the use of simulation as a measure for developing and promoting critical thinking abilities during nursing education.

The Efficacy of Visuals in Elementary English Language Textbooks: Teachers’ Perceptions

This study investigated the role of visual images in elementary-level textbooks in Bangladesh and explored primary school teachers’ perspectives on their efficacy. Using qualitative content analysis, the research revealed that visual images serve as a vital tool for effective communication, enhancing students’ skills, and reflecting social practices. However, some images also perpetuated gender inequality and stereotypes. Teachers also emphasized the noteworthy contribution of images in improving students’ communication skills, maintaining their engagement, boosting motivation, and nurturing critical thinking capabilities. Furthermore, they recommended a cautious approach to depicting social class, race, and gender within the textbooks through imagery. Hence, the study underscored the need for conscious image selection to foster appropriate socio-cultural values among young learners.

Midwives' perspectives on the benefits for women and babies following completion of midwifery postgraduate complex care education

Background: Midwives require an expanded level of knowledge and skill to meet the complex care needs of childbearing clients and babies, along with their whānau (extended family and community) throughout their childbearing experience. Complexity in childbirth summons midwives to apply research in practice to support clinical decisions they make. Postgraduate education is key to preparing midwives with a level of expertise in the provision of evidence-based practice, with the view to improving outcomes for women and babies when care becomes complex. Aim: To explore the perceived benefits of midwifery postgraduate education for midwives, women, pregnant people, babies and maternity services, following midwives’ completion of a Postgraduate Certificate in Midwifery (Complex Care) offered at an Aotearoa New Zealand university. Method: A purposive sample of 90 midwives who completed the qualification between 2009 and 2017 were sent a link to an online, mixed method, self-report questionnaire. Twenty-seven surveys were returned and entered in Qualtrics for analysis. The qualitative component of the questionnaire is addressed in Question 13 and reported in this article. Findings: A thematic analysis found benefits of postgraduate complex care education included improved quality of care, enhanced knowledge, increased awareness of research, heightened critical thinking capabilities juxtaposed with improved professional development and enhanced communication. Conclusion: The study corroborated the premise that postgraduate midwifery complex care education is key to improving outcomes for childbearing women and babies in settings requiring complex care. Recognition of the benefits of the Postgraduate Certificate in Midwifery (Complex Care) for the provision of evidence-based practice is central to improving health outcomes when pregnancy and childbirth become complex.

Analysis of the Application of the Group Investigation Learning Model and Its Influence on Students' Critical Thinking Ability in Elementary Chemical Materials in Class XII MIA SMAN 5 Jambi City

Purpose of research: research on the application of the study model of the group investigation on chemical materials and its impact on the students' critical thinking ability are aimed at seeing how the model is performing on the critical thinking ability of the xii class student at sman 5 city jambi.Methodology: the study is a korelational descriptive study with mixed method mixed method mixed nowadays embedded. Samples were determined by an elementary sampling technique with an expert consideration. Research instruments form an observation sheet for the performance of the model group investigation and student critical thinking ability. The data analysis is performed to see how the gi model's performance of critical thinking capabilities is done with Pearson's bivariate and t-testing.&#x0D; Major findings: gi model performance is categorized well, reviewed by teachers and students at an average of 78.55% and 74.5%. The results of the similarity of the two average data of model accessibility by teachers and students gained thitung = 0.5015 and ttabel = 4.3. Research results prove that the performance of the study model of the group investigation is going well and there is an influence between the performance of the study model group investigation with the students' critical thinking ability on an xii chemical element at the five cities jambi.Research update: this study strengthens a significant impact between gi models on students' critical thinking ability, especially at chemistry lessons.

Development of Math Set Game to Improve Critical Thinking Skills Student of Class VII Material Set

This research is a type of Research and Development (R&amp;D) research that tests the validity, practicality, and effectiveness of Math Set Game media. Math Set Game media is a medium developed in the learning of students of mathematical set materials and one of the digital learning media by utilizing RPG Maker MV media as the basic system in its development. The development model used in this research is the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The data obtained from this study is quantitative data obtained from the results of expert review materials, the results of media expert reviews, student response results, and the results of critical thinking skills tests of students as many as 30 people. The data collection technique used is a) validation; b) questionnaire; and c) the critical thinking capability test with the instrument used is a) validation sheet; b) response questionnaire sheet; and c) critical thinking ability test sheet. Based on the research that has been carried out, data has been obtained that shows that math set game media is valid, practical and effective in improving the critical thinking skills of students set materials so that math set game is worth using in learning and can be disseminated for educational purposes.

Strategies for Developing Critical-Thinking Capabilities

Critical thinking abilities enable you to comprehend and appraise a situation using all relevant facts or information. People may use critical thinking skills to arrange or organize information, including facts, to identify as well as solve a problem. There is a need for further study on the training of critical thinking abilities in business courses. Critical thinking must be explicitly defined in study designs, so suitable assessment strategies for assessing outcomes must be determined. This article discusses several different assessment procedures that may be utilized in research, but also information on commercially accessible testing. A list of probable research sources is presented. The most important contribution of critical thinking may be to assist you get a better awareness of yourself, allowing you to reject some unpleasant or restricting notions while focusing on your strengths. The capacity to express oneself may improve one's quality of life. In this paper, the author provides a comprehensive study on Strategies for Developing Critical Thinking capabilities. The majority of intellectual tasks include students learning to identify or build an argument, use evidence to support that argument, make sound judgments, or use the information to solve problems, all of which require critical thinking. In the future, this study helps to understand Critical thinking and different Strategies for Developing Critical Thinking.

TEACHING CONCEPTUAL MODELS: USING DIRECT INSTRUCTION TO ENHANCE METACOGNITION

ABSTRACT Marketing students must be able to take knowledge learned in previous courses and apply it to real-world problems if they are to succeed in the business world. These problems often are complex and require higher-order thinking. Furthermore, employers often claim students are lacking in critical thinking capability. However, critical thinking is only one step on the ladder of cognitive skills. Using the marketing research course as an example, this research illustrates how students can be led through the process of metacognition, thinking about their thoughts, to structure their thinking and prepare for their future roles in society. Parlaying the benefits of metacognition can afford instructors the opportunity to lead students through higher-order thinking that integrates class work in a non-intimidating way.

Impact of the flipped classroom approach in engineering education: A course analysis

Abstract: The main purpose of the paper is to present a course analysis on the use of the flipped classroom. The objective is to explore the advantages and challenges for students and instructors. The impact of flipped classroom learning is analyzed with a set of students in the classroom. Student perceptions of lecture based learning and flipped classroom is compared to explore and promote active learning methodologies. The challenges of implementing a flipped classroom were identified and addressed using a variety of student-related activities. Mobile app learning methods, scale-up classroom and effective laboratory courses were implemented for a set of students. The significance of the flipped classroom model is noted. It was found that it promotes a deeper, broader perspective on learning, improves critical thinking capabilities and team work skills needed for a successful engineering career. Keywords: flipped classroom, scale-up classroom, active learning, learning outcomes

Reflective Critical Thinking Skills of Student Leaders in Higher Education Institutions for Development

The Higher Education plays an important role in the Financial Development, in Economic Growth and in the Environmental Science. The purpose of the study is to train student leaders to become reflective and critical thinkers in their environment. There is a need for an intervention by student leaders in higher education institutions on environmental education. Thus, a seminar-workshop that will improve student leadership and critical thinking capabilities is a smart approach. This research aimed to describe the strategies for the recognition and realistic implementation of reflective critical thinking skills to students in their studies, their families and the community or environment. It also aimed to bring out the general importance of environmental education in their life as students. This study uses a qualitative method using critical analysis and survey. Graphical, ranking, and tabular techniques were also used to present the results. This was attended by 40 student leaders who engaged in the intervention activity. The data obtained has been summarized and analyzed. As a result, the different methods were ranked accordingly when determining areas for development. In the end, the researchers have come up with a Reflective Critical Thinking Cycle in Environmental Education that can be used and extended to oneself, the family, and the society. The research findings based on the intervention should be consistently done to show students how to balance academic and extra-curricular activities and in dealing with their environment

Problem-posing in management classrooms for collective sustainability transformation

Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.