Development Of Critical Thinking Research Articles

A study of trust and satisfaction with local authorities in Ukraine. The impact of populism

The article analyzes a number of aspects and factors that, in the authors’ opinion, influence the penetration of populism into local government. It is the aspect of trust that can influence the penetration and even greater influence of populism in local self-government. The authors highlight such important topics as the factors that would contribute to the success of populism and the specifics of its manifestations at the local level. Special attention is paid to the analysis of trust and satisfaction of Ukrainian citizens with the work of local authorities, based and analyzed on empirical data obtained in cooperation with the sociological center "Factum Group". The article considers populism in local politics as a phenomenon that requires serious attention and analysis. It can have negative consequences for local self-government and lead to political instability and insufficient effectiveness of decisions. One of the main problems with populism is its focus on short-term, populist promises and rhetoric instead of the need for long-term planning and real development. This can lead to unjustified spending of resources and creating dependence on external financial sources, which can negatively affect the sustainability of the local economy. In addition, populism can undermine the principles of democracy and the rule of law. In the context of academic analysis, studying the impact of populism at the local government level is critical. This analysis is based on the works of R. Putnam and P. Sztompka. In the context of P. Sztompka's theory, the issue of trust in government and its importance for social institutions is considered. R. Putnam emphasizes that democracies and economies in society work better when there is citizen involvement. It was the involvement and influence of citizens on local government that became possible as a result of the decentralization process. Thus, these studies provide an understanding of what trends can affect social processes and public life. The study of these aspects makes it possible to identify effective mechanisms for counteracting the potential threats of populism, which is important for assessing the general prospects for the development of the state and its social stability. To overcome this problem, active participation of citizens, strengthening of civil society institutions, development of critical thinking and principles of openness and transparency are needed. In the future, we need further research on the aspects of influence and raising questions about other factors and systems of influence on the appearance of populists in local authorities, in order to know what local authorities should pay attention to in order to strengthen trust and resist the spread of populism. Which, as the authors note, are mutually dependent processes.

Dialogic Pedagogy as a Framework for Anti-Racist Social Work Education

ABSTRACT Social work education is at a crossroads with the release of the 2022 Educational Policy Administration Standards (EPAS, 2022), which emphasize anti-racist practice. To teach anti-racist social work one must be prepared to use anti-racist pedagogical practices and be supported to do so institutionally. Freire (2020) proposes that education be a tool of liberation through the use of dialogue and attention to power dynamics. To this end, instructional making about the use of dialogue can help create liberatory classrooms. The concept of dialogic pedagogy (Alexander, 2018; Alexander, 2020) is used in education to support the development of language and critical thinking in students. Although it has yet to be applied extensively to higher education and the social work classroom, dialogic pedagogy has clear connections to social work and the potential to better prepare students for anti-racist practice. In a dialogic classroom, language between students and instructors is carefully attended to based on the following principles; purpose, cumulation, support, collectivity, deliberation, and reciprocality (Alexander, 2018; Alexander, 2020). This paper describes and endorses dialogic pedagogy as a framework to support anti-racist social work pedagogy and discusses the implementation of this framework in terms of faculty support and training.

Active didactics in the learning processes of high school students.

The study focused on evaluating the implementation of active teaching methodologies in the learning process of high school students, with an emphasis on strengthening cognitive skills and self-awareness. The results revealed that the majority of teachers apply these strategies in their classes, which supports the initial hypothesis. However, areas for improvement were identified in teacher training and the effective application of these methodologies, especially in terms of pedagogical support and the application of metacognitive strategies. Based on these findings, the creation of a methodological guide is proposed to support teachers in the correct implementation of active didactics. This guide would include specific strategies to activate cognitive processes in students, design activities that promote student leadership, and encourage the development of critical thinking and the application of learning. Additionally, the strengthening of pedagogical support for students and promoting of learning cycles to improve class methodology are suggested.

"We are not being taught sustainable citizenship!"

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

Fostering empathy through critical literacy in early childhood education in Colombia

ABSTRACT In Colombia, some educational settings, particularly territories with high levels of educational inequality, uphold conventional teaching strategies where emotional education and critical thinking receive little attention. This study is rooted in our intention to contribute to peace education in early childhood educational environments by fostering critical thinking and empathy, a predictor of prosocial behavior in children. The aim of this study is, first, that young children develop empathy by recognizing situations of oppression and injustice in children’s literature using critical literacy practices; and second, to contribute to young children’s development of critical thinking. Utilizing Critical Discourse Analysis, we suggest that critical literacy practices enhance empathy and critical thinking in young children through three strategies: reading selected children’s literature aloud, responding through multimodal texts, and having an open dialogue about critical issues that affect children in local communities. This article contributes to the literature about literacy, empathy development, and peace education with young children.

Exploring the characteristics of undergraduates’ Critical thinking development in peer interaction via epistemic network analysis

Although peer interaction has been considered a way to develop students’ critical thinking, there has been a lack of comprehensive exploration of the teaching strategy of analyzing undergraduates’ peer interaction regarding critical thinking skills and dispositions. In this study, 33 third-year undergraduates participated in a peer interactive learning activity. By means of Epistemic Network Analysis (ENA), the characteristics of developing critical thinking in peer interaction of high- and low-scoring groups were revealed. It was found that undergraduates’ critical thinking mainly involved the critical thinking skills of analysis, evaluation, and inference, more than the critical thinking dispositions of curiosity, open-mindedness, persistence, and reflection. High-scoring group students’ critical thinking had more associations among persistence, analysis, evaluation, inference, and open-mindedness, while low-scoring group students’ critical thinking had more associations with curiosity, analysis, and inference. Moreover, the high- and low-scoring group students who engaged in peer interactive learning activities at each stage exhibited statistically significant differences in critical thinking characteristics including connectivity and interdependence. The low-scoring groups focused on critical thinking skills, whereas the high-scoring groups were driven by critical thinking dispositions. Finally, interventions for developing critical thinking are discussed, and suggestions are made to assist in designing and implementing future peer interactive learning activities.

SOCIAL POLICY: THEORY, METHODOLOGY AND PRACTICAL ASPECTS OF TEACHING AND IMPLEMENTATION IN THE PROFESSIONAL ACTIVITY OF SOCIAL WORKERS

The scientific article represented an analysis of theoretical and methodological approaches to the study and teaching of social policy. The concept of "Social policy" is defined as a synthesis of theoretical and methodological approaches, as an educational discipline for students - future social workers, and as a practical activity aimed at reducing social tension in society and a tool of social justice. The author of the article analyzes the key problems of studying the problems of social policy and methods of teaching the discipline "Social Policy" in the period of a full-scale invasion. The main accents of the scientific publication are the principles, values, and effective tools of the state's social policy. Innovative teaching methods can help students - future social workers to understand the main problems of socio-economic inequality, gender aspects of social policy, methods, and directions of social protection of vulnerable categories of the population. Discussion of the results of sociological research, publications, and development of own projects made a great contribution to the development of critical thinking. The connection of the main directions and methods of social policy with the functioning and development of leading social institutions will help the practical implementation of knowledge in the everyday reality of social workers. Examples of discussions and realization of practical cases during the teaching of Social Policy as an educational discipline are offered for the analysis of social initiatives and programs in the context of various models of social policy. The active using of practical experience in the implementation of social programs and initiatives is proposed in the scientific article

Students’ Perspectives on the Use of Teacher Questions to Promote Critical Thinking in EFL Classrooms

In the age of AI, critical thinking skills have proven indispensable for students to achieve a competitive edge and high employability. Theoretically, teacher questions play an important role in fostering this thinking ability during classroom interaction. In reality, nevertheless, classroom questions are predominantly low-cognitive, rarely paying way for any development of critical thinking. In this regard, the purpose of the study is to shed light on how students view the use of questions in developing critical thinking, and their perspectives on useful support to answer high-ordered questions. The study involved seventy English-majored students at Van Lang University. Given the purpose of the study, quantitative research was used to collect data about students’ perspectives through a questionnaire. The results showed that most students held positive attitudes toward using high-ordered questions, and they acknowledged the benefits these questions offer. In terms of suggestions, they highly valued a comfortable learning environment and group discussion as the most useful support.

The Perception of Teachers Regarding Entropy in University Institutional Management

The Perception of Teachers Regarding Entropy in University Institutional Management

Modern Information Technologies in the Professional Education of Future Primary School Teachers

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set.

Assessment of students’ critical thinking maturity in the process of teaching philosophy

Introduction. Developing critical thinking is one of the primary objectives of modern education. From the authors’ perspective, both the method and the content of the discipline, especially philosophy, have historically evolved through dialogue within the intellectual tradition of the era, which is valuable for fostering critical thinking. Aim. The study aimed to develop and test a methodology for assessing the role of philosophy in shaping critical thinking, considering its expertise, knowledge, and skills. Methodology and research methods. The development of critical thinking was assessed during the analysis of the philosophical text. Prior to the test, it is worth noting that the authors conducted an expert assessment of the text, which later served as a reference assessment, and developed a grading scale. Gradually, examples of typical student errors were added to the scale, facilitating further assessment. Results. Nearly all students were able to summarise the provided text by the end of the course, although with varying degrees of distortion. At the beginning of the course, approximately one-tenth of the students were unable to do it, indicating that the understanding and interpretation of a text was beyond their ability. The absence of dynamics in all three skills indicates that a student has not developed a critical thinking mindset if their results are low. Among the students, the weak and average ones exhibit the most significant overall improvement (16–20% of the class enhance their performance across all criteria). The test revealed tender points in the student’s critical thinking development: a feeble argument assessment skill and a poor understanding of the voice behind the text. Scientific novelty. The proposed assessment methodology enables the connection of texts to assess the development of critical thinking with philosophical objectivity. Practical significance. This work provides a convenient tool for monitoring critical thinking skills in each student. Measuring critical thinking skills through students’ written works may help track individual accomplishments of the learners and indicate areas of growth in the course taught.

The Flipped Classroom Model in Teaching the Primary School Mathematics Teaching Methods Course for Primary Education Students at Tan Trao University

Teaching according to the “flipped classroom” model is one of the blended learning methods. In this article, we discuss some research results from authors both domestically and internationally on the flipped classroom model, thereby proposing a process and implementation of organizing teaching according to this model in teaching the primary school mathematics teaching methods course for Primary Education students at Tan Trao University. Applying the “flipped classroom” model in online teaching contributes to: 1/ fostering active engagement and interest in learning for students; 2/ innovating teaching methods, enhancing learning effectiveness, and fostering the development of critical thinking and other skills for students.

Interactive E-Modules for Enhancing Religious Education

Driven by the need for a suitable module to facilitate the teaching of Pendidikan Aswaja dan Ke-NU-an subject, we have developed an electronic module (e-module) based on Merdeka Belajar curriculum. This module aims to enhance comprehension, memory retention and empower students to take a more self-directed approach to learning. The aim of Pendidikan Aswaja dan Ke-NU-an as local content subject is to safeguard students from radicalism, extremism, fanaticism and religious intolerance. The research methodology employed in this study is Research and Development (RnD) utilizing the 4D development model comprising four stages: Define, Design, Develop and Disseminate. The e-module incorporates learning outcomes and objectives aligned with Merdeka Belajar curriculum, along with interactive video links connected to the online platform such as YouTube. The results from pilot testing of these interactive e-modules in two sample classes yielded a commendable score of 79%, categorizing it as “fit for use.” The module’s utilization by 67 students across both classes demonstrated significant competency development in knowledge acquisition, comprehension, critical thinking and prevention from radical and extremist viewpoints. This can be seen from affective and cognitive assessments at school. Furthermore, the module effectively addresses epistemological challenges within the field of Pendidikan Aswaja dan Ke-NU-an, aligning with the historical evolution of these disciplines and local educational needs.

Exploring the Performance of ChatGPT Versions 3.5, 4, and 4 With Vision in the Chilean Medical Licensing Examination: Observational Study.

The deployment of OpenAI's ChatGPT-3.5 and its subsequent versions, ChatGPT-4 and ChatGPT-4 With Vision (4V; also known as "GPT-4 Turbo With Vision"), has notably influenced the medical field. Having demonstrated remarkable performance in medical examinations globally, these models show potential for educational applications. However, their effectiveness in non-English contexts, particularly in Chile's medical licensing examinations-a critical step for medical practitioners in Chile-is less explored. This gap highlights the need to evaluate ChatGPT's adaptability to diverse linguistic and cultural contexts. This study aims to evaluate the performance of ChatGPT versions 3.5, 4, and 4V in the EUNACOM (Examen Único Nacional de Conocimientos de Medicina), a major medical examination in Chile. Three official practice drills (540 questions) from the University of Chile, mirroring the EUNACOM's structure and difficulty, were used to test ChatGPT versions 3.5, 4, and 4V. The 3 ChatGPT versions were provided 3 attempts for each drill. Responses to questions during each attempt were systematically categorized and analyzed to assess their accuracy rate. All versions of ChatGPT passed the EUNACOM drills. Specifically, versions 4 and 4V outperformed version 3.5, achieving average accuracy rates of 79.32% and 78.83%, respectively, compared to 57.53% for version 3.5 (P<.001). Version 4V, however, did not outperform version 4 (P=.73), despite the additional visual capabilities. We also evaluated ChatGPT's performance in different medical areas of the EUNACOM and found that versions 4 and 4V consistently outperformed version 3.5. Across the different medical areas, version 3.5 displayed the highest accuracy in psychiatry (69.84%), while versions 4 and 4V achieved the highest accuracy in surgery (90.00% and 86.11%, respectively). Versions 3.5 and 4 had the lowest performance in internal medicine (52.74% and 75.62%, respectively), while version 4V had the lowest performance in public health (74.07%). This study reveals ChatGPT's ability to pass the EUNACOM, with distinct proficiencies across versions 3.5, 4, and 4V. Notably, advancements in artificial intelligence (AI) have not significantly led to enhancements in performance on image-based questions. The variations in proficiency across medical fields suggest the need for more nuanced AI training. Additionally, the study underscores the importance of exploring innovative approaches to using AI to augment human cognition and enhance the learning process. Such advancements have the potential to significantly influence medical education, fostering not only knowledge acquisition but also the development of critical thinking and problem-solving skills among health care professionals.

Kritické myšlení v kontextu didaktiky filosofie a základů společenských věd

This theoretical study is based on the fact that critical thinking is part of the key competences and specifically civic competences, but it is not defined in detail in curriculum documents. Critical thinking is close to philosophical thinking. For the development of philosophical thinking, a competency-based approach is applied in foreign didactics of philosophy to define the objectives of the discipline. This study attempts to show that the competency-based approach is also suitable for the development of critical thinking in the context of teaching civics and social studies; it is thus necessary to know what critical thinking consists of. Therefore, the first aim of the study is to specify in more detail what critical thinking is, based on an analysis of two foreign conceptions of critical thinking, with an emphasis on its subcomponents. The second aim is to compare critical and philosophical thinking more closely and to show how a critical thinking perspective could enrich the existing elaboration of philosophical competencies. Given the similarity of these two ways of thinking, the author proposes that one of the goals of high school philosophy education should be the explicit development of critical thinking and that the skills, dispositions and knowledge needed for critical thinking should be taken into account in the specification of competency-based goals for philosophy education.

TOOLS FOR DEVELOPING STUDENTS` CRITICAL THINKING IN ART LESSONS IN GENERAL SECONDARY EDUCATION

The relevance of the development of critical thinking among modern students has been determined. The definition of “critical thinking” by well-known researchers is considered, the purpose and tasks, development tools, and conditions for creating an environment for the development of critical thinking are defined. The practical methods of developing critical thinking, which are used in the lessons of musical literacy and practical music making, are substantiated. The question of the formation of critical thinking of students of general secondary education institutions by interactive methods (game, intellectual, artistic association, theatricalization, practical-artistic, socially significant activity, information, activation of independent work, reflection) and with the participation of information technology was studied.

Enhancing Medical Education through the "Distribute, Discuss, and Develop" Method: A Comparative Study of Small-Group Discussions.

Background Small-group discussions (SGDs) are pivotal in medical education, facilitating the development of critical thinking, communication skills, and teamwork. However, traditional SGDs face challenges such as scalability and maintaining student engagement. This study aims to evaluate the "Distribute, Discuss, and Develop" (3D) method for enhancing learning outcomes in medical education. Methods A single-blinded interventional study was conducted with 125 first-year Bachelor of Medicine and Bachelor of Surgery students, who were divided into intervention and control groups through random assignment. The intervention group employed the 3D method across two thematic units: hematology and muscle nerve physiology. The study assessed learning outcomes using pre- and posttests, class-average normalized gain ("g"), and feedback questionnaires to capture student perceptions of interaction, communication enhancement, and session summarization. Results The intervention group showed significantly improved learning outcomes in both thematic units, with larger effect sizes (hematology: 1.55; muscle nerve physiology: 1.4) compared to the control group. The normalized gain "g" indicated a medium effectiveness level for the intervention group in both themes, suggesting enhanced learning. Feedback questionnaires revealed higher satisfaction levels within the intervention group regarding interaction, communication skills, and session summarization. Conclusions The 3D method addresses the challenges faced by traditional SGDs, providing a scalable and engaging approach to medical education. By fostering more effective student-centered learning, the method enhances the comprehension of complex physiological concepts and improves communication skills. The 3Dmethod significantly improves learning outcomes, interaction, and communication skills in medical education. This innovative approach to SGDs offers a promising strategy for enhancing the educational experience in medical schools, supporting the development of more articulate and professionally competent medical graduates.

What would an existential approach bring to research supervision in postgraduate psychotherapy and counselling psychology education?

AbstractBackgroundQualitative/phenomenological research approaches are popular in counselling psychology and psychotherapy post‐graduate training. This article attends to the experience of research supervision in this setting, where there is a need for containment, compassion, clarity and empathy (Counselling and Psychotherapy Research, 2021a, 22, 689).AimsThis article aims to bring the philosophical development of qualitative/phenomenological research back into focus. It asks what extra value would be brought to the supervision of trainees through existential awareness and phenomenological exploration. The authors offer ways in which existential awareness can be developed and utilised in research supervision.Materials and MethodsThe results of a small survey into the experiences of students are used to ground our observations in practice.ResultsA relational tension is implied, where trust and good communication are essential. An existential anxiety could be prompted, when a trainee's world shifts from being homely, to uncanny and strange. In these experiences of groundlessness, the world no longer provides a sense of certainty about one's possibilities, and one feels estranged and uncomfortably self‐aware. Fostering this awareness can mean that teaching and supervisory relationships are experienced in their intersubjective, free and creative dynamics.DiscussionAttending to Threshold Concepts can support the transformational nature of professional training, which is often an experience of uncertainty. Likewise, Socratic Questioning and irony contribute to the development of critical thinking, reflexivity and the harnessing of assumptions.ConclusionExistential awareness will enable the development of more authentic relationships across the therapeutic and educational encounters of training.

Transferable Best Practices and Mutual Learning Opportunities Between Instructional Design in Higher Education and the Corporate World

Instructional design facilitates effective learning in higher education and workplace training contexts. This paper examines the crossover between instructional design approaches in these settings. It identifies core transferable practices like defined objectives, assessment alignment, and active learning grounded in learning theories and research-based models. Differential practices suited to the unique contexts are also explored, including critical thinking in higher education and rapid iterative design in corporate learning. Finally, mutual learning opportunities are presented for how each domain can adapt select practices from the other to enhance their instructional design effectiveness, such as higher education integrating more experiential learning and corporate training focusing more on critical thinking development.

A Critical Examination of the Role of ChatGPT in Learning Research:A Thing Ethnographic Study

The rapid evolution of artificial intelligence(AI) in natural language processing has sparked considerable interest in AI Large Language Models(LLM), such as ChatGPT, within the field of education. Despite this attention, there exists a noticeable gap in scholarly discourse regarding the potential impact of ChatGPT on learning research. This study adopts an ethnographic research approach, considering ChatGPT as an active research participant. Guided by four key questions derived from the SWOT analysis framework, the study conducts a comprehensive evaluation of ChatGPT's strengths (Availability and Accessibility, Natural Language Processing, Vast Knowledge Base) and weaknesses (Lack of Deep Understanding and Creative Thinking, Lack of Objectivity and Integrity) in the context of learning research. Special emphasis is placed on the substantial opportunities that ChatGPT introduces for learning research, notably its potential as an Intelligent Research Assistant and its capacity to provide Writing Assistance. Additionally, the study illuminates potential threats posed by ChatGPT to learning research, including Risks to the Development of Critical Thinking and Creativity, Risks to Information Security, and Risks of Deepening Educational Inequities. Through this rigorous critical analysis, the study endeavors to bridge the aforementioned gap in the literature. Furthermore, the research proposes that learning researchers prepare for the impact of ChatGPT on learning research by concentrating on Critical Scrutiny of ChatGPT, Integration of ChatGPT into Research Practices, and Reflective Practices Regarding ChatGPT. By elucidating these aspects, the study advocates for additional empirical research on the role of ChatGPT in learning research, aiming to effectively guide its valuable contributions in the future of learning research.