Cultivation Of Critical Thinking Research Articles

Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates: a randomized controlled trial

BackgroundCase-based learning (CBL) methods have gained prominence in medical education, proving especially effective for preclinical training in undergraduate medical education. Tetralogy of Fallot (TOF) is a congenital heart disease characterized by four malformations, presenting a challenge in medical education due to the complexity of its anatomical pathology. Three-dimensional printing (3DP), generating physical replicas from data, offers a valuable tool for illustrating intricate anatomical structures and spatial relationships in the classroom. This study explores the integration of 3DP with CBL teaching for clinical medical undergraduates.MethodsSixty senior clinical medical undergraduates were randomly assigned to the CBL group and the CBL-3DP group. Computed tomography imaging data from a typical TOF case were exported, processed, and utilized to create four TOF models with a color 3D printer. The CBL group employed CBL teaching methods, while the CBL-3DP group combined CBL with 3D-printed models. Post-class exams and questionnaires assessed the teaching effectiveness of both groups.ResultsThe CBL-3DP group exhibited improved performance in post-class examinations, particularly in pathological anatomy and TOF imaging data analysis (P < 0.05). Questionnaire responses from the CBL-3DP group indicated enhanced satisfaction with teaching mode, promotion of diagnostic skills, bolstering of self-assurance in managing TOF cases, and cultivation of critical thinking and clinical reasoning abilities (P < 0.05). These findings underscore the potential of 3D printed models to augment the effectiveness of CBL, aiding students in mastering instructional content and bolstering their interest and self-confidence in learning.ConclusionThe fusion of CBL with 3D printing models is feasible and effective in TOF instruction to clinical medical undergraduates, and worthy of popularization and application in medical education, especially for courses involving intricate anatomical components.

Research on Cultivating Critical Thinking in High School English Reading Teaching

With a focus on fostering core competencies, nurturing students&amp;rsquo; critical thinking has emerged as a crucial facet of English reading instruction. However, current English reading instruction in high schools tends to neglect the cultivation of critical thinking, leading to a widespread phenomenon of &amp;ldquo;absence of speculation&amp;rdquo; in teaching. Therefore, this study aims to explore effective strategies, including designing teaching objectives for critical thinking, utilizing visual aids, introducing cognitive level questioning, and implementing embedded evaluation for cultivating critical thinking in high school English reading instruction. The findings of the study provide insights for constructing a coherent framework for critical thinking teaching.

Assessing Medical Student Perceptions of Open-Book Exams for Self-Directed Learning.

Introduction The landscape of medical education is constantly evolving, with innovative assessment methods being integrated to better align with the requirements of modern healthcare education. Among these, open-book exams (OBEs) represent a significant shift from traditional closed-book exams (CBEs), promising to enhance learning outcomes and better evaluate students' understanding of medical concepts. This study aims to explore the multifaceted impact of OBEs on medical students, including their perceptions, study behaviors, stress levels, and the cultivation of critical thinking and self-directed learning skills. Methodology This is a cross-sectional study, which utilized a mixed-methods approach, conducted at Al Baha University's College of Medicine, to explore the impact of OBEs on self-directed learning among 129 medical students over a 15-day period in October 2023. The research combined quantitative data from online questionnaires, assessing students' experiences, stress, understanding, and study strategies, with qualitative insights from in-depth interviews and open-ended survey questions. Participants were final-year medical students with prior experience in OBEs, selected to minimize bias. Data analysis was performed using Statistical Product and Service Solutions (SPSS, version 25; IBM SPSS Statistics for Windows, Armonk), focusing on descriptive and inferential statistics, while qualitative data underwent thematic analysis to identify patterns in students' perceptions of self-directed learning opportunities. The study was ethically approved, ensuring participant confidentiality and informed consent. Result Regarding the medical student perspectives on OBEs, the study revealed that the majority of medical students strongly perceive OBEs as less stressful (77, 59.69%) and easier to prepare for (79, 61.24%) compared to traditional exams. A significant proportion also believe OBEs accurately assess their comprehension (106, 82.17%) and prefer them as a mode of assessment (106, 82.17%). Furthermore, most students (87, 67.44%) reported performing better on OBEs compared to CBEs. Regarding the assessment of self-directed learning using the OBE method, students predominantly utilized highlighting important points (70, 54.26%) as a preparation method for OBEs. A large majority (85, 65.89%) considered OBEs as a fair assessment of self-directed learning and believed that they encourage self-directed learning (114, 88.37%). Conclusion OBEs represent a promising direction for medical education, offering a way to better prepare students for the complexities of real-world medical practice. Future strategies should include not only the refinement of OBE methodologies but also the integration of practice opportunities that enable students to hone their skills in applying knowledge effectively.

From Belief to Inquiry: Transforming Perspectives in the English Language Classroom

Fostering a scientific mindset and enhancing critical thinking abilities stands as the fundamental aim of education. If educators overlook engrained stereotypes and superstitions within students, the cultivation of progressive and unbiased thinking becomes challenging. Put differently, the pursuit of knowledge risks futility without a foundation of objective thought and action, while socially and emotionally being connected to the world. This essay recounts an episode from an English for Specific Purposes (ESP) class at an engineering institution in India, weaving together a discussion on superstitions and how it prompted learners to reassess their own irrational beliefs. It documents the positive transformation in classroom dynamics and the cultivation of critical thinking by employing topics relevant to students’ transportable identities, facilitated by Socratic questioning techniques.

Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents

BackgroundAs an important medical personnel training system in China, standardized residency training plays an important role in enriching residents’ clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents’ independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching.MethodsThe participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed.ResultsThe theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant (P < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences (P < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score (P < 0.05). In addition, the observation group had better teaching quality compared to the control group (P < 0.001).ConclusionBased on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents’ autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability.

An Investigation into Habits of Mind Prospective Teacher: Do They Have it?

Purpose: The purpose of this study is to obtain a profile of habits of mind among prospective teacher students in the PMIPA (Science, Mathematics, and Environmental Education) Department in Pontianak, Indonesia. Recognizing the importance of habits of mind in shaping learning outcomes and life skills, the research aims to assess the prevalence and distribution of self-regulation, critical thinking, and creative thinking among teacher education students. Methods: The research utilizes a quantitative descriptive approach, conducted across three study programs: Biology Education, Chemistry Education, and Mathematics Education. Purposive sampling is employed to select a sample of 100 prospective teacher students. Data collection involves the administration of a questionnaire comprising three aspects: self-regulation, critical thinking, and creative thinking. The collected data are analyzed using quantitative methods to provide a comprehensive understanding of the habits of mind among PMIPA students. Results and Discussion: The research findings reveal that the habits of mind among PMIPA students are generally categorized as good, with 84% exhibiting favorable habits. Among the three study programs, Biology Education students exhibit the highest percentage of favorable habits, followed by Chemistry Education and Mathematics Education. Self-regulation emerges as the predominant habitual component of the mind, followed by critical thinking, with creative thinking ranking lowest in prevalence. These findings suggest that while PMIPA students demonstrate strengths in self-regulation and critical thinking, there may be opportunities for further development of creative thinking skills. Implications of the Research: The results of this research hold significant implications for universities and lecturers involved in teacher education programs. By providing insights into the habits of mind prevalent among prospective teacher students, the findings can inform the design of appropriate teaching and learning strategies tailored to the needs and strengths of PMIPA students. Additionally, the research outcomes may contribute to the enhancement of teacher education curricula, emphasizing the cultivation of critical thinking and creative thinking skills alongside self-regulation. Originality/Value: This study contributes to the existing literature by offering a detailed examination of habits of mind among prospective teacher students in the PMIPA Department, particularly in the context of teacher education in Pontianak, Indonesia. By focusing on the components of self-regulation, critical thinking, and creative thinking, the research provides valuable insights into the cognitive and metacognitive skills prevalent among PMIPA students. The findings offer a basis for enhancing teacher education programs and fostering the development of well-rounded educators equipped with essential habits of mind for success in teaching and lifelong learning.

ENHANCING QUALITY OF MEDICAL EDUCATION THROUGH INNOVATIVE TECHNOLOGIES

Objectives. The advancement of education is propelled by the integration of new ideas, tools, pedagogical methods, and management technologies, contibuting to a transformation of the education system. This scientific paper aims to explore the significance of innovations and their pivotal role in enhancing the quality of education, particularly through the implementation of innovative approaches in delivering the course "Pathomorphology" for future medical professionals.&#x0D; Results. The study findings unequivocally demonstrate that adopting an innovative approach in teaching "Pathomorphology" significantly contributes to the development of students' professional knowledge and fosters the cultivation of critical thinking and analytical skills. Leveraging advanced methodologies such as integrated learning and group learning technologies creates a dynamic learning environment wherein students collaborate, exchange ideas, and collectively address practical challenges.&#x0D; An important component is the utilization of the MOODLE system and online platforms like Google Meet, enabling students to access knowledge electronically while actively engaging with lecturers in a virtual setting. This facilitates communication between students and educators, fostering discussions, nurturing creative thinking, and tackling educational tasks collaboratively.&#x0D; Conclusion. Integrating innovative approaches in education enhances the quality of student learning, encouraging theri active research, fostering independent learning skills, and cultivating self-reliant individuals capable of continuous self-improvement. The consistent implementation of innovations not only enhances students' professional competence but also imposes high standards on educators, motivating them to pursue continuous professional development and strive for excellence. These factors render the teaching-learning process not only engaging but also exceptionally effective.

Television Series as a Didactic Tool in the Initial Training of Secondary School Teachers

Within the context of Pre-Service Secondary Teacher Education, skills development (PSTE) requires, among other things, the cultivation of critical thinking among future teachers, who must also acquire conflict prevention and resolution skills. To this end, the students of a master’s degree in Secondary School Teacher Training at a Spanish University were asked to analyse, in small groups, the conflicts featured in a television series. The research objective was to learn more about trainee teachers’ opinions regarding this methodology. The results indicate that they had favourable opinions about this method and were highly satisfied with the learning process and with the teamwork. Significant differences according to sex and age were observed. This suggests that forming more heterogeneous work groups in the future would be a good idea. The results also suggest that critical thinking was a good predictor of student satisfaction with the methodology. It would, therefore, be a good idea to develop critical thinking in more depth during PSTE.

Pedagogical Processes to Help Children Learn Algebraic Identities in Mathematics

This paper focuses on refining the pedagogical processes instrumental in the mastering of algebraic identities, employing a meticulous approach to instruction. Emphasizing the utility of resources specifically tailored for visualization, the paper primarily seeks to deepen understanding. Its aim is to instill and foster algebraic thinking among children, encouraging active engagement in the exploration of patterns and problem-solving within the realm of algebra. A significant facet of the research lies in its nuanced acknowledgment and targeted resolution of common challenges inherent in comprehending patterns and algebraic thinking, providing a thoughtful intervention in educational practices. Moreover, the research advocates for the exploration of diverse representations of identical algebraic concepts, acknowledging the multifaceted nature of learning, drawing from other subjects, the idea of memorization of patterns in order to internalize the concepts such that their application can be made irrespective of circumstances such as in grammar where the base rules for the constructions of sentences have to memorized after which their rules can be applied in varied circumstances. The outlined learning objectives for students extend beyond rote memorization, encompassing the identification and recall of common algebraic identities, graphical representation of their meanings, application in simplifying expressions, and the cultivation of critical thinking and problem-solving skills. The paper's holistic approach is further highlighted by its emphasis on effective communication in mathematics, stressing the importance of utilizing appropriate language. This well-rounded strategy, integrating theoretical understanding, practical skills, and critical thinking, is meticulously designed to optimize learning outcomes in the intricate domain of algebraic identities, offering a comprehensive foundation for students to build upon.

Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

South Africa has been battling with the poor performance of learners in Mathematics for a long time, with the Eastern Cape province being the worst-performing province. The Department of Education and other educational stakeholders have embarked on a journey of searching for solutions. Some of these include attitude toward Mathematics, a lack of foundation in Mathematics, and the use of teacher-centered methods to teach Mathematics, to mention a few. Hence, this present study investigated how the guided discovery learning strategy can be used to enhance the performance of Grade 10 learners in Amathole West district, Eastern Cape Province, South Africa. Underpinned by an interpretive paradigm and qualitative research approach, the study employed participatory action research. A convenient sampling technique was used to select 19 Grade 10 Mathematics learners and 2 Mathematics teachers at a rural school in Eastern Cape Province. Data were collected using interviews, observations, and document reviews. Data were analysed using thematic analysis. Research findings revealed that while some factors such as evaluation methods, time limitations, and insufficient motivation may impede the optimal implementation of Guided Discovery Learning, this instructional strategy is beneficial in the cultivation of critical thinking and problem-solving abilities, which in turn enhances mathematics learners’ academic performance. Based on the findings, it was recommended that mathematics teachers should promote the utilisation of technology and multimedia resources to support learners in their visualisation and exploration of mathematical concepts in the use of GDL to enhance mathematics learners’ performance.

Methodological foundations of the continuity of teaching the physics course in the "school-university" system

Relevance. The relevance of this study lies in the fact that ensuring the continuity of education plays an important role in the modernisation of the education system in the Republic of Kazakhstan and requires a detailed study of the updated content of physics lessons in the "school-university" structure. Purpose. The primary aim is to analyze the methodological foundations for ensuring continuity in physics education within the "school-university" system in Kazakhstan. This involves examining the educational standards and practices at both school and university levels to identify and implement effective methods for seamless educational progression. Methodology. The methodological basis of this study was formed by psychological, philosophical and pedagogical concepts of cognition of the educational process, and methodological foundations of physics and definitions of didactics, achievements and directions of theory and teaching methods of the modern physics course. Results. The study reveals a need for methodological adjustments in teaching physics to ensure a coherent educational trajectory from school to university. Key findings include the significance of developing educational programs that foster scientific thinking, adapt to students' physiological development, and incorporate modern technological advancements. The analysis also underscores the importance of interdisciplinary integration and the cultivation of critical thinking and problem-solving skills among students. Conclusions. The materials of this article can be used by teachers of universities of the Republic of Kazakhstan to prepare materials for teaching physics. The presented material may also be of interest to students in the direction of "Natural science disciplines" during preparation for seminars and practical classes that are preparing to teach physics as a science in the future.

Informal learning of Spanish in a Chinese music fan community

In the context of digitalization and participatory culture, pop culture has sparked numerous online linguistic practices exhibiting the potential for informal language learning. This study centers around an online community consisting of Chinese fans of Spanish-language pop music. Adopting the virtual ethnography approach and using mixed methods including interviews and web-crawling of fan production, we collected data from one particular member who devotes his free time to translating Spanish-language song lyrics into Chinese, and we analyze how informal language learning takes place in this context. Our results indicate that 1) the flexibility of roles and collaborations within the community contribute to the co-construction of knowledge; 2) fan practices are fueled by the technology-facilitated fulfillment of emotional needs and the formation of a shared identity; and 3) systematic strategies appear when amateur online translators go about trying to translate colloquial expressions in a foreign language. Among these strategies are the triangulation of meanings across lyrics, the use of multiple online tools, a reliance on feedback from fellow community members, and a critical approach to sources with an eye to ensuring their reliability. These findings showing highly specialized information retrieval and critical literacy skills in fan practices could serve as inspiration for integrating lyrics translations into formal language education to enhance the acquisition of non-standardized vocabulary and the cultivation of critical thinking.

Empowerment Design of Putri Gemilang Village-Owned Enterprises Community Based on Asset-Based Community Development

Asset-based community empowerment has become a necessity as communities often possess and utilize their potential effectively. This study aims to illustrate the asset-based community empowerment process conducted within the Badan Usaha Milik Desa Puteri Gemilang community. The study focuses on the stage of building community awareness. By utilizing the Assed-Based Community Development (ABCD) mentoring model, this study identifies strategies for raising awareness within the Badan Usaha Milik Desa Puteri Gemilang community. With this ABCD approach, the community achieves something new, such as the formation of teamwork cohesion, the establishment of strong commitment, the cultivation of critical thinking, and the development of future program designs.

Autonomy of Nursing Students: Methodological Study of Validation of the PALOP Scale Portuguese Short Version.

The cultivation of critical thinking and decision-making skills promotes student autonomy. Only a few instruments measure nursing students' autonomy, and the PALOP® Scale is one of them. This study aimed to semantically and culturally adapt the PALOP® Scale to European Portuguese and assess the psychometric properties of a short version. A methodological study was conducted with 530 second and fourth-year undergraduate nursing students. Content validity was assessed using exploratory and discriminant factor analysis, and reliability was determined through analyses of internal consistency, temporal stability, and floor and ceiling effects. The analysis of the psychometric properties of a short version of the PALOP®-PT Scale revealed complete agreement (100%) among panel members for content validity. The scale also showed discriminative capacity among second- and fourth-year students (t (528) = -7.907, p < 0.001) with a five-factor structure, with a total explained variance of 57.2%. Reliability analysis showed excellent internal consistency (α = 0.935) and moderate temporal stability (95% ICC (3.1) = 0.520 [0.290-0.693], p < 0.01). The short version of the PALOP®-PT Scale is a promising tool to assess nursing students' perceived autonomy and identify necessary adjustments to their professional identity.

The Analysis of Instrument Quality to Measure Graduate Students’ Higher Order Thinking Skill in Environmental Education Learning

This research aims to develop a valid and reliable assessment instrument for measuring students' Higher Order Thinking Skills (HOTS) in environmental education learning. The study follows a research and development design, adapted from the development model proposed by Borg and Gall. The researcher modified the original model into several stages, including (1) gathering information, (2) making a plan, (3) preparing the product form, (4) conducting revisions of the initial product, and (5) implementing the final product. The trial subjects for this research consisted of 34 graduate students enrolled in the Population and Environmental Education Study Program at Jakarta State University. Data collection involved administering a test comprising 20 multiple-choice items related to environmental education learning, specifically focusing on HOTS. The QUEST program was utilized to analyze the collected data, examining the validity, reliability, difficulty level, and question differentiator of the assessment instrument. The results of this research demonstrate the successful development of a feasible assessment instrument for measuring graduate students' HOTS. The instrument exhibits high validity and reliability, ensuring that it accurately measures the targeted higher-order thinking skills. Moreover, the difficulty level and question differentiator of the items are well-balanced, allowing for effective differentiation among students' thinking abilities. This assessment instrument holds significant potential as an alternative tool for evaluating graduate students' HOTS in environmental education learning. It provides educators with a reliable means to assess and monitor students' higher-order thinking abilities, enabling the identification of areas that require further development. By incorporating this instrument into the assessment process, educators can facilitate the cultivation of critical thinking, problem-solving, and creativity skills among graduate students.

Curriculum and the cultivation of critical thinking: A critical realist conception

In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical activity of debate. We then examine existing approaches to cultivating CT, focusing on the extent to which their goals and conceptions of CT could liberate students from egocentric rationality. Drawing on Roy Bhaskar’s stratified conception of being and principle of immanent critique, we offer a critical realist conception of curriculum, explaining its definition of CT as the capacity for self-critique. We shall illustrate, in the context of an undergraduate debate course, how such capacity can be developed in order to liberate students from egocentric rationality. Curriculum is thus a critical praxis, a created space where student’s CT develops in a way that is intrinsically entwined with their being and becoming. This article extends the philosophical basis for integrating CT with curriculum and offers pedagogical implications.

The Cultivation of Critical Thinking in Senior High School English Reading Class

The Cultivation of Critical Thinking in Senior High School English Reading Class

USING THE ARDUINO PLATFORM IN THE TRAINING OF COMPUTER SCIENCE TEACHERS ON THE PRINCIPLES OF STEM LEARNING

Modern education is continuously evolving, primarily focused on innovative teaching methods. Among the innovative and promising areas of computer science teacher training, in line with STEM education principles, is the incorporation of the Arduino platform into the educational process. Arduino provides students with an avenue to grasp programming and digital technologies in detail. This fosters critical and creative thinking, essential attributes in the education of future teachers. The integration of information and communication technologies into the educational system revamps pedagogies by broadening horizons and elevating the effectiveness of educational activities. Arduino's practical orientation empowers future educators to transform abstract concepts into tangible projects, promoting active and engaging learning opportunities for students. Utilizing Arduino can help educators foster students' interest and motivation by facilitating their development of critical skills necessary for the science and technology fields. As STEM education becomes increasingly vital in modern education, the integration of science, technology, engineering, and mathematics has become a central focus. The integration of Arduino in education facilitates the realization of STEM education principles by merging theoretical knowledge with practical skills and cultivating students' creative abilities. The integration of Arduino in the instructional training of IT professionals advances the development of modern industry-compliant competencies. This approach not only equips students to work in the IT industry, but also integrates them into the realm of STEM education, empowering them to uncover their potential and hone their practical skills. The study's findings verify that incorporating Arduino into the training process of computer science educators holds promise, empowering the emergence of talented and proficient teachers capable of efficiently implementing STEM methodologies in future educational undertakings. This integration cultivates a distinctive milieu that fosters the cultivation of critical thinking, creativity, and practical skills in students, while equipping them with the necessary competencies to confront the challenges of the contemporary information age.

How do Chinese undergraduates understand critical thinking? A phenomenographic approach

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

Research on the Teaching Task Design of “Reading Circles” in Senior High School Aiming at the Cultivation of Critical Thinking Ability

Critical thinking ability is an important element of thinking ability under the core competence of English discipline. Combined with “Reading Circles”, a kind of group-based and student-centered reading activity, this paper explores the relationship between “Reading Circles” and four critical thinking abilities: focus and definition, analysis and evaluation, reasoning and demonstration, review and correction. Taking the “Reading Circles” task design in The Million Pound Bank Note as an example, this paper expounds the high school teaching design aiming at the students’ cultivation of critical thinking which provides a specific and operable practical example for the development of English “Reading Circles" course in senior high school.