Development Of Critical Thinking Research Articles

Implementation of Project-Based Learning Approach in Improving Critical Thinking Skills of Elementary School Students


 
 
 The implementation of project-based learning (PBL) approach has gained attention as an effective method to enhance critical thinking skills among elementary school students. This paper explores the effectiveness of implementing the PBL approach in improving critical thinking skills among elementary school students through a qualitative analysis based on literature review and library research. The study investigates various aspects of PBL implementation, including its principles, strategies, and outcomes related to critical thinking development. Findings suggest that PBL provides students with opportunities to engage in authentic, inquiry-based learning experiences that promote higher-order thinking skills such as analysis, evaluation, and synthesis. Moreover, the collaborative nature of PBL fosters communication, teamwork, and problem-solving abilities among students. By immersing students in real-world projects, PBL encourages active participation, creativity, and innovation, leading to a deeper understanding of concepts and issues. Additionally, the integration of technology and multimedia resources enhances the PBL experience, offering students diverse learning opportunities and increasing their motivation and engagement. The findings underscore the importance of well- designed PBL activities and supportive learning environments in maximizing the development of critical thinking skills. Overall, this research contributes to the existing literature by providing insights into the effectiveness of PBL in promoting critical thinking skills among elementary school students.
 
 

Impact of Arts Education on Psychological wellbeing among Undergraduate Students

This study was intended to investigate the influence of arts education on the psychological well-being of undergraduate students, focusing on potential coping and stress-reducing processes in the arts. It aimed to explore the relationship between students' psychological well-being and the development of creativity, critical thinking, and problem-solving abilities through fine arts education. The population of the study was 172 B.S undergraduate students who are representing the Art Education. The research employed a quantitative approach, the purposive sampling was used to utilize self-administered questionnaires and SPSS-26 for data analysis. Initial findings indicate that participation in fine arts activities positively impacts students' stress levels and contributes to their overall sense of accomplishment. The study also reveal that art education plays a significant role in enhancing problem-solving skills, fostering innovative thinking, and introducing mindfulness practices. The results emphasize the positive correlation between art education and psychological well-being, highlighting the holistic benefits of art education beyond academic or technical skills. These insights have implications for educators and policymakers seeking to promote the holistic development of students through arts education.

The History of Natural Sciences as a component of the hidden curriculum

The history of the development of natural sciences is integrated into the educational process of the relevant disciplines and can influence the formation of a student’s personality. The content and interpretation of the historical component are not regulated, they are included in the “hidden curriculum”. The purpose of the work is to analyze the functions of history in the teaching of natural sciences as a component of the hidden curriculum according to literature data and to assess the degree of their implementation in the opinion of participants in the pedagogical process. Results. At the first, we highlighted the functions that history performs within the framework of natural sciences based on the literature data. Then during empirical stage in 2022 we conducted the anonymous online survey of tutors and students of 2-3 courses of Russian medical universities (N=325). The analysis of the obtained data showed that, according to the survey participants, firstly, the history of the studied science is a necessary part of the educational process. Secondly, the use of historical facts during lectures and classes performs more cognitive (including the development of critical thinking) than educational functions (including the formation of socio-cultural identity and citizenship), which can be associated with varying degrees of their implicitness. The results of the survey of students from different regions turned out to be similar. Most of the respondents supported the unification of the historical component of the natural science discipline for all medical universities in Russia. In a practical sense, the results of this study can be used in the training and advanced training of university teaching staff in order to focus on the hidden components of the educational process and actualize various contexts of the history of natural sciences, as well as be taken into account in the development of educational literature and work programs. The externalization of the hidden curriculum will allow to integrate it into a unified educational policy.

Strategies and Challenges in Encouraging Students' Critical Thinking Skills in Online Learning: A Literature Review

This article presents a comprehensive literature review on the methodologies and obstacles faced in fostering critical thinking skills among students within the realm of online learning. As digital education platforms become increasingly prevalent, educators and curriculum designers are tasked with the challenge of adapting traditional, interactive critical thinking exercises to virtual environments. This review synthesizes findings from various studies, including empirical research, theoretical analyses, and case studies, to identify effective strategies for promoting critical thinking in online courses. Key strategies highlighted include the use of asynchronous discussion forums to facilitate reflective thinking, the integration of problem-based learning tasks, and the implementation of peer review mechanisms to enhance analytical skills. The review also discusses the challenges encountered in online settings, such as the lack of immediate feedback, reduced social cues, and the potential for cognitive overload due to multitasking. It emphasizes the importance of thoughtful course design, the need for instructor training in online pedagogical methods, and the role of technology in supporting interactive and engaging learning experiences. Finally, the article calls for further research into innovative educational technologies and pedagogies that can better support critical thinking development in online learning environments.

Intergenerational Exchange: Connecting Learning Experiences Across Generations

Intergenerational exchange, defined as interaction and communication between different generations, offers the potential for synergy between life experiences and learning. This concept represents an essential dimension of social capital and social learning that goes beyond traditional forms of education. Within this multidimensional phenomenon, intergenerational mentoring is required, where older generations pass on their accumulated experiences to younger generations, thereby facilitating the development of critical thinking and complex social understanding. For the effective implementation of intergenerational exchange, adaptability and flexibility of educational programmes and strategies is a key factor to ensure that the needs of different generations are addressed comprehensively. In this context, it is important to clarify that intergenerational exchange is not just a one-way process but rather an interactive dialogue that can involve different forms of learning, including formal, non-formal and incremental learning. It also includes aspects of social capital and promotes community involvement. This pilot study focuses on theoretical and practical research that explores the impact on social cohesion and mentions potential challenges associated with this process. It also analyses the factors that influence the successful implementation of intergenerational learning and identifies strategies for promoting intergenerational dialogue and learning.

The Effect of Outcome Based Education on Behavior of Students

Outcome-Based Education (OBE) is a pedagogical approach that focuses on defining learning outcomes and aligning instructional practices to achieve those outcomes. Its implementation has garnered attention for its potential impact on various aspects of student behavior. Research exploring the effect of Outcome-Based Education on student behavior indicates several key findings. Firstly, students exposed to OBE demonstrate increased engagement and motivation due to clear learning objectives and assessments. Secondly, OBE fosters a sense of accountability and responsibility among students as they are actively involved in their learning process. Additionally, studies suggest that OBE contributes to the development of critical thinking and problem-solving skills, leading to more adaptive behaviors in academic settings. The findings underscore the significance of Outcome-Based Education in shaping positive behaviors among students. By promoting active participation and fostering essential skills, OBE holds promise for enhancing overall academic performance and fostering a conducive learning environment. These implications extend beyond the classroom, potentially influencing students' behavior in various life domains. Future research should delve deeper into the mechanisms through which Outcome-Based Education influences student behavior. Longitudinal studies could explore the sustainability of these effects over time and across diverse student populations. In conclusion, the research on the effect of Outcome-Based Education on student behavior suggests a positive association between OBE implementation and desirable behavioral outcomes. By promoting engagement, accountability, and critical thinking skills, OBE has the potential to cultivate adaptive behaviors conducive to academic success and lifelong learning. Further investigation into this relationship is warranted to inform educational practices and policies effectively.

Эффективность применения инновационных методов обучения персонала для повышения безопасности на опасных производственных объектах

The article considers methods and tools used for the implementation of e-learning technology within the structure of «RZhD» JSC. In current conditions, the traditional methods of learning obtain new forms and content based on the implementation of innovative technologies in the process. Despite this fact, the participation of employees in production processes remains an extremely significant topic. Each employee must continue learning throughout his (her) professional career. Intercorporate training is one of the most important ways to improve the professional level of personnel. E-learning is an integral part of the contemporary learning process. Its implementation helps to improve the formation of employees’ competencies. The effectiveness of employees depends on their knowledge of the features of innovation management, continuous professional development, systematic thinking and high responsibility for results. To achieve effective indicators, innovative solutions must be used in order not only to meet the regulatory requirements but also to ensure the comprehensive absorption of learning materials by the personnel. The work reveals the concepts of «technology of e-learning», «methods of e-learning», and «tools of e-learning» are disclosed. The main factors causing the necessity of training have been determined. The advantages and disadvantages of distance learning methods have been identified and analyzed. The elements of studies aiming at the identification of the efficiency of training methods applied based on the surveys among employees are included in the research. Practical recommendations and activities based on the use of feedback techniques and the development of critical thinking among personnel are provided. Practical recommendations and measures based on the application of the feedback methodology and critical thinking development for employees are provided. An expert view is presented on the use of modern technical and technological solutions, as well as the latest digital capabilities in terms of optimization and efficient and safe work organization.

Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students

This study investigates the impact of teacher role changes within the flipped classroom model on the critical thinking abilities of Canadian university students. Employing a mixed-methods research design, the study combines quantitative data from pre- and post-tests using the California Critical Thinking Skills Test (CCTST) with qualitative insights from student and teacher interviews. The quantitative analysis revealed statistically significant improvements in students’ critical thinking abilities in flipped classroom settings, particularly in analysis, inference, and evaluation skills, indicating a medium to large effect size (η² = 0.111). Qualitative findings underscore the importance of increased student engagement, enhanced learning environments, the value of collaborative learning, and the pivotal role of teacher support and feedback in facilitating critical thinking development. Integrating these findings, the study offers a multifaceted view of how strategic pedagogical shifts—specifically, adopting more facilitative and supportive roles by teachers—can significantly enhance critical thinking in higher education. This research contributes to the literature on educational strategies, advocating for the broader adoption of flipped classroom models as a means to foster active, student-centered learning and critical thinking skills.

Developing Critical Skills and Design Thinking via Practical Classes in Higher Education

This article explores the importance of developing critical and design thinking skills in university education. With the growing demand for creative and innovative professionals in various industries, it is essential for universities to provide students with the opportunity to develop these competencies through hands-on activities. The authors argue that a hands-on learning approach, such as project assignments, case studies, business games, model and systems design tasks, can help students develop critical thinking, problem-solving, and communication skills needed in today's rapidly changing job market. Design thinking is also becoming a core competency, capable of helping students effectively solve complex problems, develop innovative solutions, and make creative decisions. The article presents various methods of teaching practical classes for economic specialties and discusses the benefits of including such classes in the learning process. By highlighting the benefits of hands-on learning for student development and career growth, this article aims to encourage higher education institutions to adopt a more hands-on approach to education, helping students become well-rounded and employable graduates. The authors emphasize the importance of teacher assistance, acting as mentors and coaches, to contribute to the development of creative thinking and innovative approaches in students. Based on the study's results, recommendations were developed to create conditions for the development of students' critical and design thinking. Compliance with these conditions will enable universities to improve the quality of education in terms of forming competencies and enhancing graduates' competitiveness in the labor market.

Participation of Math Students in Online and Face-to-Face Hybrid Mathematics Instruction

Blended hybrid mathematics instruction offers the flexibility of online learning and the engagement of face-to-face interaction. However, research on student participation in these learning environments needs to be improved. This study investigated the dynamics of student participation, focusing on four key dimensions: conceptual understanding, mathematical communication, problem-solving, and critical thinking and analysis. A survey of 158 BS Mathematics students revealed that online learners tended to exhibit a higher level of conceptual understanding. At the same time, face-to-face interactions enhance problem-solving skills and stimulate more remarkable development of critical thinking and analytical abilities. Mathematical communication skills were somewhat constrained in both settings, with face-to-face students displaying slightly higher participation. These findings underscore the importance of considering the diverse dimensions of student participation when delivering online and hybrid mathematics courses. Educators should provide opportunities for students to hone and cultivate essential skills across online and face-to-face contexts, thus enriching their learning experience.

On the Development of Critical Thinking among Students by Means of Mathematical Disciplines

On the Development of Critical Thinking among Students by Means of Mathematical Disciplines

FEATURES OF THE FORMATION OF ACADEMIC CULTURE OF FUTURE PIANISTS

The essence of the research is to problem-study the formation of the academic culture of future pianists. As an essential factor, the academic environment considers pianists' individual needs in terms of education and is absorbed into professional educational programs. Forming this culture requires understanding the artistic mission and its impact on society and developing critical thinking and communication skills. The article describes the process of forming the academic culture of future pianists, which takes place in the academic environment and considers the individual needs of pianists in academic education. It is emphasized that this process cannot be fully ensured by mastering only artistic disciplines. It requires developing critical thinking and communication skills that contribute to forming value orientations and self-development in this area. The article proposes a model that describes the process of forming the academic culture of future pianists. Theoretical methods such as analysis of scientific sources and modeling are used to idealize this process. The structural elements of the model are described, including the target, theoretical and methodological (including approaches and principles), pedagogical conditions (development of students' critical thinking; encouragement to participate in scientific, educational, and practical informal activities; development of communication skills in professional communication) and content and procedural module (including a description of the unique course). The stages of model implementation that contribute to positive changes in the levels of academic culture of future pianists are considered. The result of the model implementation is positive changes in the formation levels of the components of the academic culture of future pianists.

DETECTION AND SYSTEMATIZATION OF SIGNS AND MARKERS OF MODIFICATIONS IN MEDIA CONTENT FOR THE DEVELOPMENT OF A METHODOLOGY TO ENHANCING CRITICAL THINKING IN THE ERA OF DEEPFAKES

Modernity demonstrates a critical need for pedagogical support and the development of a methodology to enhance critical thinking in the face of escalating misinformation and advanced media manipulation, mainly through deepfake technology. The paper focuses on creating a comprehensive framework for detecting manipulated content and identifying indicators such as pixelization, unnatural expressions, etc. With attention to international and Ukrainian efforts, the work advocates for ongoing research adapted to evolving technologies to improve media literacy programs in combating emerging forms of misinformation. Problem statement. The problem is the urgent need for a comprehensive methodology that fosters critical thinking skills to combat disinformation and manipulation of artificially reproduced media content, particularly in the context of emerging technologies like deepfakes. The challenge involves assessing existing pedagogical approaches, addressing gaps, and equipping both learners and educators to navigate the complexities of the digital age. Digital transformation, in general, and the spread of artificial intelligence for media generation, in particular, are irreversible processes in the modern world, so the urgent issue, given the challenges of the digital economy and the needs of the digital society, is to find forms, methods, and means of shaping the critical thinking of citizens to counteract manipulation and disinformation by synthetically reproduced media content. It is essential to develop a database with systematically organized materials categorized based on identified markers for the subsequent creation of training materials to solve the outlined issues. Materials and methods. A comprehensive approach was employed, combining general (systemic, instrumental, and functional approaches, dialectical and comparative analysis, synthesis, and systematization for the study of pedagogical, scientific-technical, and methodological literature), specific (observation and analysis of educational practices), and general-logical methods (extrapolation, induction, and deduction for formulating conclusions) in scientific research to solve the tasks set in the study. This allowed for the examination of the current state, evaluation of the practical results of implementing the developed methodology for critical thinking formation, and identification of priority avenues for improving education in the context of the strategy to enhance media literacy and critical thinking among the population and science. The study aimed to determine priority pathways within the framework of the development of methodology of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content and to characterize its potential scientifically. The development of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content requires the following materials analysis: scientific-technical literature (materials offering a scientific understanding of the technical aspects related to media content creation, modification, and reproduction), methodological literature (guides and methodologies focused on developing educational frameworks and strategies to enhance critical thinking in the context of media literacy), synthetically reproduced media content (media content, especially in the context of emerging technologies like deep fake to identify modification markers). Results. The study is devoted to analyzing, identifying, and systematizing markers and signals for identifying media manipulation to create a database for the methodology in the form of methodological cards. A comprehensive database with classification is being developed, focusing on methodological interactive cards with 66 curated cases of deepfakes and synthetically reproduced media (in Ukrainian). This initiative aims to provide educators, researchers, and learners with a versatile resource for understanding the challenges posed by manipulated media. Conclusions. In response to the escalating threat of disinformation and advanced media manipulation, there is a critical need to develop a robust methodology for enhancing critical thinking skills. The study highlights global concerns about false information, mainly through deepfake technology, jeopardizing public trust and enabling psychological manipulation. Future research should consider revising media literacy programs to elevate citizens' critical thinking in the face of evolving digital landscapes and the increasing capabilities of artificial intelligence in generating media content.

Qualitative Content Analysis for Critical Thinking and Skill Development: A Case of Chemistry Curriculum

In the era of globalization and knowledge, critical thinking development is a necessary skill. The research focuses on analyzing the Chemistry curriculum for grades IX-X to explore its emphasis on fostering critical thinking skills among students being an essential skill for the twenty-first century. It aims to develop problem-solvers, independent thinkers, and decision makers capable of applying their knowledge to real-life challenges. The curriculum advocates for interactive, learner-centered, participative, inquiry-based, practical, problem-solving, and analytical skills. It prioritizes the measurement of students' capacity for critical judgment, focusing on analysis and synthesis. NVivo 12 software was used with a qualitative content analysis approach to analyze the document. The findings of the study revealed a significant focus on the development of critical thinking to make them problem solvers, independent thinkers, and decision-makers to apply to the challenges of real life. As regards the standards and benchmarks, the curriculum is designed accordingly for the promotion of in-depth knowledge and higher-order thinking skills. Furthermore, the curriculum advocates for interactive, learner-centered, participative, inquiry-based, practical, problem-solving, and analytical skills. The assessment guidelines prioritize the measurement of student's capacity for critical judgment, focusing on analysis and synthesis. The study concludes by providing recommendations for teacher training, resource allocation, collaboration among stakeholders, regular curriculum updates, further research, and fostering a culture of critical thinking within educational institutions.

Student Innovation Performance: Underpinning Theories

This study explores the relationship between extracurricular activities and student innovation performance, drawing on various theoretical frameworks and empirical evidence. Through a comprehensive literature review, the study examines the impact of extracurricular activities on students' development of critical thinking, creativity, communication, and collaboration skills—essential components of innovation. The TRIZ innovation theory and social cognitive career theory provide theoretical underpinnings for understanding how participation in extracurricular activities fosters innovation skills among students. Additionally, the study presents a literature review matrix summarizing key findings from previous research on extracurricular activities and their effects on student development. The findings suggest that participation in extracurricular activities significantly enhances students' capacity for innovation by cultivating higher-order thinking skills and providing opportunities for real-world problem-solving. Moreover, the study discusses the implications of extracurricular engagement for students' future career success and organizational innovation. The study concludes with recommendations for future research, emphasizing the need for comparative studies across diverse student populations, in-depth analyses of specific types of extracurricular activities, and exploration of cultural differences in attitudes toward extracurricular involvement. Overall, this study contributes to a better understanding of how extracurricular activities influence student innovation performance and provides insights for educators and policymakers seeking to enhance innovation capabilities among young professionals

Chronicling the Experiences of Life Sciences Teachers and Learners on the Usage of Enquiry-Based Learning in Enhancing Learners’ Academic Performance

Life sciences research provides critical insights into disease processes and allows for the development of novel treatments and innovative medical technologies, thereby directly improving human health and technology. Despite the widely acknowledged relevance of life sciences, there has been a long-term pattern of low performance. This is due to inefficient teaching methods, as how a lesson is delivered influences the learners' level of understanding, among other things. Hence, the present study examined the experiences of life sciences teachers and learners in using IBL to enhance the academic performance of life science learners. This study was underpinned by the interpretivism paradigm, a qualitative approach, and a participatory research approach. The study population consisted of all life sciences learners in a rural school in the Amathole West district, Eastern Cape province of South Africa, from which 2 life sciences teachers and 14 learners were conveniently sampled. Data were collected using interviews, observations, and document reviews, and they were analysed using thematic analysis. The research findings revealed that enquiry-based learning has the potential to foster the development of critical thinking, problem-solving, and communication skills among life sciences learners. However, several issues make it difficult to successfully implement enquiry-based learning in the context of teaching and learning life sciences, including a lack of resources, time constraints, misreading of instructions, a lack of support or supervision, and a lack of pedagogical topic expertise among teachers. The study concludes that enquiry-based learning, when done right, can help learners understand life sciences concepts deeper and remember what they have learnt for a longer period.

Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

Society is in an incessant process of reflection but the educational system is not following the same path, creating an urgent need for a quality educational renovation in which new methodologies, approaches and educational resources are developed based on creation, collaboration and learning by doing. In this sense, the integrated education of science, technology, engineering, art, and mathematics (STEAM) is postulated as an educational approach through which to transform the teaching-learning processes into processes that contribute to the development of critical, creative, and scientific thinking. Proof of this is the continuous increase in publications in this line of research. This article presents a systematic review with a total of 19 studies published in high-impact journals with the aim of making a critical reflection and evaluating the real scope of incorporating STEAM projects in education to improve the students' mathematical skills. In particular, five areas of interest have been evaluated: active learning in the teaching of STEAM subjects, the development of technological resources, the design and implementation of educational proposals, the evaluation of STEAM education and teacher training in STEAM education. Considering the results, we emphasize the need to continue working on the theoretical foundation and educational practice of this approach to allow teachers to implement it effectively.

Systematic Literature Review (SLR): Implementation of The Project-Based Learning (PJBL) Approach to Improve Students' Speaking Skills

ABSTRACT
 This systematic literature review (SLR) explores the impact of Project Based Learning (PjBL) on students' speaking skills, drawing insights from qualitative studies. The study identified key themes, increased student engagement, motivation, increased self-confidence, increased fluency and accuracy, and development of critical thinking and problem solving skills. The collaborative nature of PjBL fosters authentic communication among students, contributing to overall language proficiency. This research uses the Systematic Literature Review (SLR) method, which examines 15 national journal articles to comprehensively analyze the existing body of research. A thorough search of electronic databases ensured selection of relevant qualitative research articles. These findings highlight the positive influence of PjBL on students' speaking skills, providing valuable implications for educators, policy makers, and researchers seeking effective strategies for language development in educational contexts.
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 Keywords: Systemic Literature Review, Project Based Learning, Speaking Skills.

The influence of social networks on children’s literacy: challenges and opportunities

This article addressed the influence of social media on childhood literacy, exploring challenges and opportunities. The study was based on a bibliographic research, utilizing theoretical references from Castro (2021), Bezerra and Pimentel (2016), Veiga (2002), and Barros (2015). The central objective was to comprehend how frequent use of social media affects the development of literacy in children and adolescents, seeking to identify patterns, challenges, and coping strategies. The analysis of theoretical data revealed significant correlations between exposure to educational content on social media and positive development of linguistic skills. However, challenges such as cyberbullying and inappropriate exposure were also identified, necessitating educational and supervisory strategies. The discussed theories pointed to parental and educational mediation as crucial factors in promoting a secure digital environment, aligning with Bezerra and Pimentel's (2016) proposal. The promotion of educational content on social media, as analyzed in light of Veiga's (2002) theories, emerges as a valuable opportunity for the development of reading and writing skills. Exploring the development of critical thinking, as proposed by Barros (2015), the research indicated that participation in educational programs focused on this skill is positively associated with children's ability to discern information and confront different perspectives. In summary, this study provided an understanding of the complexities between social media and childhood literacy, highlighting the importance of parental mediation, promotion of educational content, and development of critical thinking as fundamental components for a balanced approach in the digital era.

The Significance of Organizing Research Activities for Students in Higher Education

This article explores the essence and significance of integrating research activities into the educational process of higher education students. The advantages of incorporating research methods in education are highlighted, including the development of critical thinking, practical skills, and student autonomy. Practical aspects of integrating research activities into the educational process are discussed, along with its impact on shaping an active stance among students during the learning process. The ability to conduct research cultivates students as independent thinkers, stimulates a creative approach to problem-solving, and fosters critical analysis skills. These competencies not only contribute to the successful completion of an educational program but also serve as valuable resources in their future professional careers and personal lives.