Critical Thinking Disposition Research Articles

The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

Critical thinking has been more than just a part of academic rhetoric and educational practice for some time now. In the rapidly changing world of information flow, critical thinking is often identified as the goal of higher education, and in the modern labour market, the importance of critical thinking to an organisation’s success is emphasised. Critical thinking is recognised as one of the tools for the formation and development of human and social capital. Nevertheless, there is a lack of evidence about the manifestation in the labour market of the critical thinking developed at institutions of higher education. This article seeks to reveal the attitude toward the importance of critical thinking in the modern labour market and toward the responsibility for developing it from the perspective of different stakeholder groups (lecturers, students, employers and employees) (the case of Lithuania). Quantitative research methodology was chosen, using a questionnaire for data collection. It was found that in both higher education and the labour market, critical thinking is treated as a developed and dynamic competence that encompasses both cognitive skills and dispositions. All of the stakeholder groups consider inference and argumentation to be the most important critical thinking skills in the modern labour market. Critical thinking dispositions such as self-confidence and fairness are the most valued. All of the stakeholder groups delegate responsibility for the development of critical thinking to the individual. In evaluating critical thinking, no divide was established between the higher education and labour market segments. The most differences in attitudes emerged in evaluating the assumption of responsibility for the development of critical thinking.

Effective Factors in Critical Thinking Disposition in Nursing Students

Introduction. Given the vital role of critical thinking and possibility of developing this meta-cognitive skill through training programs, the present study was conducted to determine the tendency and effective factors in critical thinking in nursing students. Materials and Methods. The present study is a cross-sectional study that was conducted in 2020 in a school of nursing in northern Iran. Participants in the study were all second to eighth semester nursing students studying in the faculty who entered the study by the census method. Inclusion criteria included employment in the field of nursing in the second semester and above, and exclusion criteria were employment and incomplete completion of the questionnaire questions. The required information was prepared in two parts: the first part of recording demographic information including age, gender, marital status, semester, average score, previous semester average score, and level of interest in the major and the second part was the adopted Ricketts’ critical thinking disposition questionnaire. SPSS 26 software and descriptive and analytical statistics were used to analyze the data. Results. The total average score of critical thinking disposition obtained as 120.20 ± 14.05 35 was found to positively and significantly relate to age (r = 0.150, p = 0.04 , d = 0.30), academic 36 semester ( p = 0.001 , d = 0.25), and interest in the major ( p = 0.003 , d = 0.38). Dimensions of 37 innovation and maturity were also significantly associated with academic semester and 38 interested in the major. Also, the total score of critical thinking and its dimensions in married people was higher than single, but this difference was not statistically significant. The results of analysis of variance showed that there is a positive and significant relationship between the mean score of tendency to critical thinking and different semesters. Conclusion. Identifying the effective factors in critical thinking disposition can assist teachers in developing lesson plans and academic counseling, and at the macro level, can help with educational planning and revision of curricula.

PROFIL DISPOSISI BERPIKIR KRITIS SISWA KELAS XII SMA NEGERI 2 KOTA SUKABUMI

This study aims to determine the profile of critical thinking disposition of class XII students in one of the state high schools in the City of Sukabumi. The study used a descriptive quantitative approach and a purposive sampling technique to generate 31 students of the population. Written tests applied for collecting critical thinking data. The test consisted of 14 questions of a critical thinking disposition test with a reliability value of 0.79, a standard deviation of 10.93, and a correlation score of 0.65. There were seven indicators of critical thinking disposition include Maturity, Truth-seeking, Analysis, Systematic, Open Mind, Self-confidence, and curiosity. The results showed that the average value of students' critical thinking disposition was 27,.98% indicating that they come into a less category. There might be a need for revising to improve students' critical thinking, which they must have in this 21st century. Therefore, various models or strategies might be applied to help students build their understanding.

Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition

This study is Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition The study was carried out with the participation of 358 candidate teachers- 243 female and 115 males- who were identified by way of proportional sampling from among 612 freshmen students who study in different programs in the Faculty of Education at Burdur Mehmet Akif Ersoy University. Grasha-Reichmann Learning Styles Scales (1974) and Critical Thinking Tendencies Scales by Semerci (2016) were used as data collecting tools for this study. The data obtained by the application of these scales were analyzed using parametric tests t-test, ANOVA, Pearson correlation, two-way ANOVA and regression according to the nature and scope of the data. In all operations, p<.05 significance level was identified. It was found that there is a significant relationship at moderate level between the learning styles and the critical thinking tendencies of the candidate teachers. Depending on the variables such as age, gender, the type of the high school and departments, a moderate relationship was found between learning styles and critical thinking tendencies. While the common impact of age and learning styles; gender and learning styles; the high school type and learning styles were not significant, the common impact of department and learning styles were found to be significant at moderate level. On the other hand, when age and learning styles; gender and learning styles; departments and learning styles, and high school types and learning styles are taken into consideration together, it was found that each coupling could explain approximately 25% of the tendencies of critical thinking. In the light shed by these results, it is suggested that the learning styles and critical thinking tendencies must be considered together in teaching-learning processes designed for candidate teachers.

How is the mathematical critical thinking disposition of vocational school students in online learning during the COVID-19 pandemic?

This study aims to determine the mathematical critical thinking disposition of vocational school students in mathematics learning during the COVID-19 pandemic in terms of six indicators, i.e., 1) truth-seeking, 2) open-mindedness, 3) analyticity, 4) systematicity, 5) self-confidence, 6) curiosity. The research methodology used is a qualitative methodology with a case study research design. The research sample was vocational students in Cirebon and Indramayu who were carrying out online learning. The research data were taken by providing a mathematical critical thinking disposition questionnaire distributed online via Google Form. This study shows that the mathematical critical thinking disposition of vocational school students during the COVID-19 pandemic on the truth-seeking indicator got a percentage of 57.60% in the excellent category, the open-minded indicator got a percentage of 76.04% in the excellent category, the systematic indicator got a percentage of 72.79 % in the excellent category, the analytical indicator got a percentage of 66.23% in enough category, the confidence indicator got a percentage of 62.07% in enough category, and the curiosity indicator got a percentage of 68.49% in enough category. The achievement of all indicators got a percentage of 67.19% and is in the good category. This means that students have good attitudes or tendencies to think rationally and reflectively to make decisions under certain conditions.

The effect of case-based learning based on flipped learning for nursing students

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ2-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

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

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

Application of 3D printing technology combined with PBL teaching model in teaching clinical nursing in congenital heart surgery: A case-control study.

We aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.

The Influence of Blending Learning on Undergraduates’ Critical Thinking Disposition: A Quasi Experimental Study

Objective: To explore the influence of blending learning on the critical thinking disposition among undergraduates. Methods: Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects. Class A (106 students) was the experimental class, and class B (131 students) was the control class. During the research period of one semester (four months), the following measures were implemented for the two classes. The control class studied Developmental Psychology under the conventional teaching methods and procedures, while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning. The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) at the beginning and end of the course. Results: At the beginning of the course, the total scores of CTDI-CV of the two classes were (217.33 ± 14.90) and (218.31 ± 16.29), respectively, with no significant difference (P &gt; 0.05). At the end of the course, the total scores of CTDI-CV of the experimental class and the control class were (237.84 ± 17.53) and (224.22 ± 17.52), respectively, and the difference was statistically significant (P &lt; 0.001). Conclusion: Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.

Trajectory of growth in Taiwanese nursing students' professional self-concept over two years and its association with critical thinking and class climate.

Nursing is a practice-oriented profession, and the goal of education is to cultivate confidence and assertiveness for future clinical practice. Nurturing a professional self-concept at school is expecting to help students to approach their success in the nursing profession. Using a hierarchical model associated with critical thinking, academic achievement, class climate, and work experience, this longitudinal correlational study explored the growth trajectory of professional self-concept over two years in students attending 2- or 4-year baccalaureate nursing programs. This was a longitudinal and correlational study with five repeated measurements. Questionnaire data were collected by using the Chinese version of the Nurses Self-Concept Instrument (NSCI-C) and the California Critical Thinking Disposition Inventory (CCTDI). Scores for overall professional self-concept ranged from 84.51 (standard deviation [SD] 12.34) when the students began this study to 89.28 (SD 11.23) at graduation. Hierarchical linear modeling yielded the growth trajectory of professional self-concept was significantly associated with time (β=0.93, p<.01), CCTIDI (β=0.13, p<.001), and class climate (β=5.20, p<.01). An intraclass correlation coefficient was 55.48%. This study confirmed the positive growth trajectory of the professional self-concept in the nursing students' two academic years. The continuous development of the professional self-concept of nursing students is encouraged. Development of critical thinking through their studies, feelings of belonging in their classes, and campus culture all contributed to this trend. To construct a comprehensive hierarchical model, future investigations should use large sample sizes from various classes and conduct multisite evaluations.

The Investigation of Critical Thinking Disposition among Kasetsart University Students

This research study aims to investigate university student&amp;rsquo;s critical thinking disposition (CTD). The sample includes 633 undergraduate students at different levels from Kasetsart University, Thailand. The analysis was based on convenience random sampling. The CTD instrument comprises 24 Likert scale. The subscales consisted of seven crucial dimensions: truth-seeking, open-mindedness, analyticity, systematicity, critical thinking self-confidence, inquisitiveness, and cognitive maturity. The cumulative percent of variance was 61.84%. Cronbrach&amp;rsquo;s alpha for the overall instrument, the disposition toward critical thinking was .78. The findings revealed that critical thinking disposition has no distinctive correlation to significant difference towards gender and the different levels of university students significantly, particularly at the level of p&amp;lt;.05.

Problem-Based Learning Using Digital Storytelling: Examining Nursing Students Emotional Intelligence, Critical Thinking Disposition, Clinical Competence, and Metacognition

Problem-Based Learning Using Digital Storytelling: Examining Nursing Students Emotional Intelligence, Critical Thinking Disposition, Clinical Competence, and Metacognition

Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis

As past studies showed mixed results, this meta-analysis determined game-based learning’s overall effect on students’ critical thinking and tested for moderators, using 21 effect sizes from 20 empirical studies of 1,947 participants. The results showed that game-based learning had a significant positive overall effect on students’ critical thinking ( g = 0.863, k = 21) and showed significant heterogeneity among effect sizes. Among game types, role-playing games yielded the largest mean effect size ( g = 1.828, k = 5). The effect size of game-based learning was larger for critical thinking disposition ( g = 1.774, k = 4) than critical thinking skill ( g = 0.661, k = 17). Game-based learning also had a larger effect on students in collectivistic countries ( g = 1.282, k = 10) than those in individualistic countries ( g = 0.432, k = 10). Furthermore, this effect size was larger in later publication years. Lastly, the effect size of game-based learning on critical thinking was larger for studies published in journal articles ( g = 1.154, k = 13) than theses ( g = 0.378, k = 8).

The Impact of High Fidelity Patient Simulation on the Level of Knowledge and Critical Thinking Skills in Code Blue Management Among Undergraduate Nursing Students in Malaysia

The efficacy of high fidelity patient simulation (HFPS) over low fidelity patient manikins (LFPM) in improving learning outcomes among undergraduate nursing students in Malaysia remains unknown. The aim of this study is to compare learning outcomes (knowledge and critical thinking skills) using an adult code blue drill simulated program using HFPS versus LFPM among undergraduate nursing students in Malaysia. In an experimental study, final-year undergraduate nursing students ( N = 407) from three centers in Malaysia were trained in code blue management and assigned to either control (LFPM) or intervention (HFPS) group. Pre- and post-test assessment was conducted using 30-single best answer questions and the California Critical Thinking Disposition Inventory. A repeated-measures analysis of covariance (ANCOVA) showed significant differences in knowledge levels (intervention, η2 = 0.146; control, η2 = 0.130) and critical thinking skills (intervention, η2 = 0.119; control, η2 = 0.066). Simulation-based education using HFPS is advantageous over LFPM in increasing knowledge and critical thinking skills in code blue management among nursing students.

İş Dünyasinda Eleştirel Düşünme Eğilimi: Çalışanlar ve Yöneticiler Üzerine Karma Yöntem Araştırması

The aim of the study is to explain the Critical Thinking Dispositions (CTD) of managers and white-collar employees and to understand the factors that may affect their critical thinking and their possible effects. The research was designed according to the mixed method exploratory sequential design, where both quantitative and qualitative data are collected. Quantitative data were obtained with the Califor-nia Critical Thinking Disposition Scale and qualitative data were obtained with semi-structured inter-view questions. A total of 220 managers and white-collar employees working in Istanbul participated in the study and the quantitative data were analyzed with the SPSS24 program. The working group in which qualitative data was collected consisted of 15 managers and white collar, content analysis was used in the analysis of the data. The findings showed that managers (174.14 points) and white-collar employees (173.13 points) had moderate CTD and there was no significant difference between the two groups. However, qualitative findings showed that there were differences between the two groups, managers were cautious about employees' CTD, they even perceived this as a threat and disrespect, employees have anxiety about loosing their jobs and felt themselves unworthy due to their CTD. In the light of the findings, suggestions were made for educators and practitioners to improve their CTD.

Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing

This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.

Concept Mapping and Student's Critical Thinking in Nursing Administration Course.

Background: Concept mapping is an innovative approach in health care education. It considers one of the active teaching and learning methods promoting critical thinking. The students are better able to organize knowledge, create Connections, and develop clinical judgment skills that ultimately improve patient safety and quality care .Aim the present study aimed to investigate the effect of using concept mapping on students critical thinking in nursing administration course. Methods: A quasi-experimental research design was used and the study sample included(376) students who were studied nursing administration course during the second semester of academic years 2018/2019 , They were divided into two groups experimental group(n=189)and control group(n=187).Data was collected by using , knowledge questionnaire regarding concept mapping of student’s ,Rubric for assessing concept maps, and California Critical Thinking Disposition Inventory Results: statistically significant difference was found between both pre and post awareness sessions among the study group regarding concept map knowledge. As well as, significant difference between both groups regarding the students’ critical thinking disposition. In addition the study group students have change in perceived Critical thinking more than the students in the control group. Conclusions: Concept Maps are considered an effective educational methods to promote Critical thinking as it reflects of the learners’ thinking process image. Recommendation: concept maps could be usefully used in other curricula and nursing instructors may improve the nursing core competency via using them into coursKey Words: Concept Mapping, Critical Thinking , Nursing Students

Interpretive Ability on Common Haematological Tests and critical thinking ability among B.Sc Nursing students

Introduction: Initiation of patient management and prediction of patient prognosis depend on investigationreports. Interpretive ability of common blood investigations demands high level of critical thinking and itis a less focused in nursing education. Therefore, this study aimed at identifying the relationship betweeninterpretive ability of common hematological tests and critical thinking ability among nursing students.Methods: The study design adopted was cross sectional descriptive survey. It was conducted among 140nursing students studying in third and fourth year of Bachelor of Science (B. Sc.) nursing. The data wascollected using demographic tool, interpretive exercises and Yoon’s Critical Thinking Disposition. Results:The median of interpretive ability score on common blood investigations was 13 (IQR – 11, 14). The meancritical thinking score of nursing students was 96 (SD 9.5). Analysis of the relationship between interpretiveability on common blood investigations and critical thinking ability revealed a weak positive correlation whichwas statistically not significant (r=0.141, p=0.096). There was a significant relationship between interpretiveability and intellectual eagerness (r=0.181, p=0.032) and intellectual fairness (r=0.174, p=0.039). Therewas a significant association between interpretive ability and academic performance of the students in theuniversity examinations (F=4.5, p=0.012). Interpretive exercises stimulate critical thinking among students.Conclusion: The students with high intellectual curiosity and intellectual fairness have good interpretiveability, and good academic performance improves ability to interpret common haematological tests.

The Effect of Gamified STEM Practices on Students’ Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills

The aim of this research is to examine the effect of gamified STEM activities on 3rd and 4th grade students’ intrinsic motivation, perception of problem-solving skills, and critical thinking disposition. In this mixed method study, problem solving skills perception scale, critical thinking disposition instrument and intrinsic motivation inventory formed the quantitative data, while, activity worksheets, field notes and student interviews, formed the qualitative data. After 8 weeks of implementation, quantitative data were analyzed and significant differences were found between pre-test and post-test results on students’ critical thinking disposition level. Although it is not significant, the results showed that an increase was found in students’ perception of problem-solving skills. Besides, students’ intrinsic motivation levels were found high, as well as students stated that “gamified STEM” activities help them learn and practice the content and they found the activities enjoyable, competitive, and exciting. Moreover, the rewards and badges that they won at the end of the activities were motivating.

Critical thinking disposition inventory: Its validity and reliability

In everyday life, we are always faced with problems. In trying to solve problems, we need higher-order thinking. One of higher-order thinking is critical thinking. Critical thinking includes critical thinking dispositions and skills. The critical thinking dispositions are an attitude or soul to develop critical thinking skills. This study aimed to describe the validity and reliability of the inventory of critical thinking dispositions. Testing of inventory used survey research. The testing was conducted at the public senior high schools in Buleleng Bali Indonesia. The population of the study was 4579 students from natural science classes. The samples were determined using the proportionate stratified random sampling technique. By the margin of error of 5%, the minimum number of samples needed was 355 people. By considering a return rate of 80%, the number of samples drawn was 444 people. The number of questionnaires returned by the students was 443. The data obtained were analyzed using the moment product correlation statistics and Cronbach’s Alpha to determine the validity and reliability of inventory, respectively. The results showed that the instrument’s validity is in the range of 0.095 to 0.756. Meanwhile, the reliability of the instrument is 0.727. There are two invalid items from 62 items. It can be concluded that this inventory of critical thinking dispositions can be used to measure the critical thinking dispositions of senior high school students.