Encouraging Critical Thinking Research Articles

Misinformation: addressing the challenge

Misinformation and disinformation prevent citizens from making choices that are in their own best interests. While scientists have little influence over the content and regulation of the social media channels that can encourage and amplify mis- and disinformation, there are some interventions from the scientific community that can mitigate the impacts of mis- and disinformation, such as communicating better how scientists build trust in research results and encouraging critical thinking skills.

What the Neuroscience and Psychology of Magic Reveal about Misinformation.

When we believe misinformation, we have succumbed to an illusion: our perception or interpretation of the world does not match reality. We often trust misinformation for reasons that are unrelated to an objective, critical interpretation of the available data: Key facts go unnoticed or unreported. Overwhelming information prevents the formulation of alternative explanations. Statements become more believable every time they are repeated. Events are reframed or given "spin" to mislead audiences. In magic shows, illusionists apply similar techniques to convince spectators that false and even seemingly impossible events have happened. Yet, many magicians are "honest liars," asking audiences to suspend their disbelief only during the performance, for the sole purpose of entertainment. Magic misdirection has been studied in the lab for over a century. Psychological research has sought to understand magic from a scientific perspective and to apply the tools of magic to the understanding of cognitive and perceptual processes. More recently, neuroscientific investigations have also explored the relationship between magic illusions and their underlying brain mechanisms. We propose that the insights gained from such studies can be applied to understanding the prevalence and success of misinformation. Here, we review some of the common factors in how people experience magic during a performance and are subject to misinformation in their daily lives. Considering these factors will be important in reducing misinformation and encouraging critical thinking in society.

ENHANCING LEARNING PARTICIPATION OF INTERNATIONAL STUDENTS IN THE CLASSROOM USING SOCIAL MEDIA: THE CASE OF INTERNATIONAL STUDENTS IN THE UK UNIVERSITY

The utilisation of social media for education such as Kahoot! and Padlet to improve the classroom learning experience has become popular in recent years. This study investigates the implementation of Kahoot! and Padlet in the international students' learning environment at the UK university. The purpose of this study was to explore international students' perspective towards the implementation of Kahoot! and Padlet in the classroom learning process. In doing so, this study used a qualitative research design. Data were collected from ten international students from six different countries origin via semi-structured interviews. The results suggest that the implementation of Kahoot! and Padlet can improve the classroom learning process and create better study experience than the conventional way. Several benefits have been identified from the implementation of Kahoot! and Padlet in the international students learning environment, such as managing classroom discussion, building up an active classroom discussion, and encouraging critical thinking. However, some challenges regarding the implementation should be considered, notably those related to technical matters and the production of interesting contents. From this study, it can be concluded that using social media applications, such as Kahoot! and Padlet, can enhance students’ collaboration learning as well as support an inclusive classroom learning environment.

The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage

Abstract A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.

The current situation of designing and using STEAM-based games for 5 & 6-year-old children in preschools in Ho Chi Minh City

The content of the article outlines some theoretical foundations of the nature of the STEM education, emphasizing the important and necessary role of equipping multi-disciplinary knowledge and skills in an interdisciplinary approach, applied to solve practical problems and develop competencies and whole qualities for learners. The nursery age is great to introduce scientific knowledge through games with a STEAM approach that integrates knowledge and skills from various fields into play topics with a positive impact on children's awareness, promoting children to explore and encouraging critical thinking. STEAM-based games often require children to apply knowledge and skills to solve problems, create creative products, work in groups, and communicate socially, thereby helping children learn and develop better. The research results of the current situation were conducted with a survey of knowledge of 88 administrators and 189 teachers in some preschools in Ho Chi Minh City about the STEAM concept and STEAM education. Roles, benefits for preschool children when receiving the STEAM education, purposes, content, ensured standards, and the process of designing STEAM-based games are the orientation basis for designing and organizing STEAM-based games for 5&6-year-old children in Ho Chi Minh City.

The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

This study set out to determine the possible impacts of implementing the Clinical Supervision Model (CSM) on supervisors’ philosophy of teaching, in both theory and practice. In order to gather the required data, two highly experienced supervisors were recruited according to the degree of homogeneity of the educational context in which they were working. By applying qualitative case study design, the required data were collected by conducting two distinct phases of classroom observations, accompanied by semistructured interviews. Considering the nature of the investigation, it was decided to employ the Transcendental Phenomenology (TPh) approach to analyze the data in order to determine the supervisors’ accurate perceptions and lived experiences regarding the nature of taking on a supervisory role and the effects of implementing CSM on their teaching career. The empirical findings in this investigation provided a new understanding of the probable effects of implementing CSM on supervisors’ general attitudes towards both teaching and supervisory careers. The results of the study indicated that CSM can be potentially effective in encouraging critical thinking, providing more constructive feedback in postobservation meetings, and improving the teaching quality of both teachers and supervisors.

A Cross-Sectional Study to Assess Knowledge, Attitude and Practice of Research Opportunities and Challenges among Medical and Dental Interns in Central India

Background: Access to research and knowledge in medical and dental schools are useful for encouraging critical thinking, turning practitioners into researchers, and initiating training for new medical researchers.
 Objectives: To evaluate knowledge, attitude and practice about the research challenges and opportunities among medical and dental interns.
 Methodology: This study is an online based cross-sectional study. The participants of this study include 300 interns from institution in Central India. 
 Expected Results: Dental and medical knowledge is highly dependent on underlying, clinical and transitional conditions to provide clinicians with new early detection methods, better preventive treatments and effective intervention strategies. The knowledge and perception of the students regarding research will determine the interest and their innovative skills towards the future development of medicine. Hence, the implication of this study will promote having comprehensive ideas towards quality research among the students during their basic academic level.
 Conclusion: The questionnaire had good trustworthiness and showed that there are average opportunities for medical and dental interns.

Improving learners’ productive disposition through realistic mathematics education, a teacher’s critical reflection of personal pedagogy

ABSTRACT This paper reports an action research study I conducted into the mathematical productive disposition of 29 tenth grade learners in the Philippines by analyzing their metaphorical conceptualizations of mathematics in a series of lessons following principles of Realistic Mathematics Education. Analysis of participants’ pre-intervention metaphors of mathematics revealed four conceptualizations that capture learners’ perceptions of mathematics reflective of their productive disposition: mathematics as a process, mathematics as a puzzle, mathematics as a problem, and mathematics as a difficulty. Insightful changes in the learners’ metaphors of mathematics support the argument that making mathematics matter to students can be achieved if teachers make considerable and devoted attempts at making what matters to students mathematical. Several challenges in the implementation of realistic mathematics lessons on Permutation included developing and enabling students’ awareness of their social and cultural environment and encouraging critical thinking. Reflecting on my experience, I argue that constant exposure to lessons that present mathematics as contextually and socially relevant can potentially improve students’ mathematical productive disposition together with other strands of their mathematical proficiency.

Speech-Language Pathologists’ Knowledge of Spanish-Influenced English and Dialectical Differences: A Survey

The purpose of this study was to assess the competence of speech-language pathologists (SLPs) in serving bilingual or English-language learning children. Specifically, are SLPs able to identify acceptable English productions of a native Spanish speaker when described and/or given in context? Data were collected through an anonymous 28-question, web-based survey designed for practicing SLPs who worked with children. A total of 99 completed responses were received. The majority of SLPs demonstrated a basic understanding of aspects of Spanish-Influenced English (SIE) and dialectal features associated with native speakers of Spanish; however, SLPs were better able to identify errors in context than features of SIE. To ensure best practice in service provision for children who are English-language learners, SLPs need an understanding of the features of SIE and other English variants. Training programs should therefore provide education on the specific contrasts between languages/dialects while encouraging critical thinking and self-study.

Photovoice and dramatisation in the classroom with nursing students: An exploratory study to raise awareness of the cultural and social dimensions of violence against women

BackgroundActive teaching methodologies that incorporate students' feelings and beliefs and encourage them to reflect upon and critically think about certain variables, are extremely useful to teachers. ObjectiveTo explore the potential of dramatisation and photovoice technologies as instruments to stimulate nursing students to reflect upon violence against women in society, thereby encouraging critical thinking and debate in a participatory way. DesignThis was a qualitative, descriptive-exploratory study which used the participatory action research approach. ParticipantsForty fourth-year students enrolled in the Nursing undergraduate degree at the University of Alicante in Spain. MethodsThe photovoice technique was used to record images from a dramatisation which served as the basis to represent scenes from the everyday life of people who are subjected to physical and psychological violence. These photographs were then debated and analysed by the students. We used MAXQDA® software and the guidelines published by Giorgi to aid our data analysis. ResultsFour main categories emerged; the ‘violence against women’. The ‘victim’ and ‘abuser’ categories considered ‘emotions’, ‘feelings’, ‘attitudes’, and ‘behaviours’. The fourth category that emerged was ‘social viewpoints’. ConclusionsPhotovoice-dramatisation raised awareness among the students and allowed them to reflect upon these behaviours and to critically think about the cultural and social dimensions of violence against women. The use of both of these techniques in practical and theoretical contexts to train students can help to nurture social commitment when faced with this problem.

English Studies and Literary Education in the Era of Media Manipulation: Context, Perceptions, Feelings and Challenges

This article analyses the components of a method of literary education aimed at strengthening critical awareness. It discusses whether the current academic context is hospitable to a literary education that fights against the over-simplification of our epistemological horizons. The popularisation of a utilitarian version of university study, the neglect of reflective practices and the marginalisation of the usefulness of the discipline of literature within the field of English Studies are some of the realities that we currently face. Within this context, a literary education involving activism can play an important role in promoting resistance against the pandemic of media manipulation we are in the midst of. After having examined the views of a group of students at the University of Jaén (Spain) concerning the importance of studying an English Studies degree in contemporary society, it is clear that such an education needs to be based on emotional aspects, paying special attention to the students’ feelings and perceptions. The results of our corpus-based study using Sentiment Analysis techniques evidence the emotional disaffection of students from certain subjects, namely literature, which are specifically aimed at encouraging critical thinking. Thus, one of the future challenges that must be faced is to foster positive emotions in our literature lessons, as they are essential to promote the students’ critical awareness and activism.

Mudando o ritmo das aulas de alemão como língua adicional por meio de músicas e mídias digitais

O presente artigo tem o objetivo de discutir e descrever estratégias didáticas durante a realização de um projeto de música em uma disciplina de língua alemã como língua adicional (LA) em contexto universitário. Tendo em vista a importância da inclusão de Tecnologias de Informação e Comunicação (TICs) no ensino de LAs, bem como da promoção do pensamento crítico-reflexivo, focado nos interesses e necessidades da(o)s aluna(o)s de Letras, o projeto de música foi realizado na plataforma Kahoot. Concluímos que as atividades contribuíram para o processo de ensino e aprendizagem em língua alemã, assim como para uma participação mais ativa e crítica por parte da(o)s estudantes.

Usability, acceptability, and feasibility of the World Health Organization Labour Care Guide: A mixed-methods, multicountry evaluation.

IntroductionThe World Health Organization’s (WHO) Labour Care Guide (LCG) is a “next‐generation” partograph based on WHO’s latest intrapartum care recommendations. It aims to optimize clinical care provided to women and their experience of care. We evaluated the LCG’s usability, feasibility, and acceptability among maternity care practitioners in clinical settings.MethodsMixed‐methods evaluation with doctors, midwives, and nurses in 12 health facilities across Argentina, India, Kenya, Malawi, Nigeria, and Tanzania. Purposively sampled and trained practitioners applied the LCG in low‐risk women during labor and rated experiences, satisfaction, and usability. Practitioners were invited to focus group discussions (FGDs) to share experiences and perceptions of the LCG, which were subjected to framework analysis.ResultsOne hundred and thirty‐six practitioners applied the LCG in managing labor and birth of 1,226 low‐risk women. The majority of women had a spontaneous vaginal birth (91.6%); two cases of intrapartum stillbirths (1.63 per 1000 births) occurred. Practitioner satisfaction with the LCG was high, and median usability score was 67.5%. Practitioners described the LCG as supporting precise and meticulous monitoring during labor, encouraging critical thinking in labor management, and improving the provision of woman‐centered care.ConclusionsThe LCG is feasible and acceptable to use across different clinical settings and can promote woman‐centered care, though some design improvements would benefit usability. Implementing the LCG needs to be accompanied by training and supportive supervision, and strategies to promote an enabling environment (including updated policies on supportive care interventions, and ensuring essential equipment is available).

Applying a Structural-Competency Framework to the Implementation of Strategies to Reduce Disparities for Sexual and Gender Minority Youth.

ABSTRACTBACKGROUNDSexual and gender minority youth (SGMY) are at high risk for adverse health outcomes. Safer schools decrease this risk. The US Centers for Disease Control and Prevention has identified 6 practices that can make schools safer for SGMY, yet few US schools implement them all. We apply a structural competency framework to elucidate factors contributing to this implementation gap.METHODSWe conducted 75 interviews and 32 focus groups with school professionals in 18 New Mexico high schools to assess factors impacting implementation of the practices over 2 years. We analyzed data using iterative coding, thematic identification techniques, and the sensitizing concept of structural competency.RESULTSThemes included: rendering an invisible population visible; critical thinking about LGBTQ inequalities; building school personnel capacity; intersecting cultural, religious, and political conflicts; and tackling community‐based sources of stigma and discrimination.ConclusionsUnderlying cultural and structural forces render SGMY invisible and constrain what schools can accomplish. Professional development encouraging critical thinking about structural inequities is foundational, but efforts to close the implementation gap must attend to structural forces producing disparities for SGMY. Structural competency can strengthen the ability of the Whole School, Whole Community, and Whole Child model's cross‐sector coordination of policy and process to meet the needs of every student.

PROBLEM-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DI INDONESIA: SEBUAH TINJAUAN LITERATUR SISTEMATIS

There is an assumption stating that the Problem-Based Learning (PBL) approach and critical thinking skills are not compatible with the context of Indonesian education. To answer that assumption, this systematic literature review verifies the effectiveness of PBL in honing the critical thinking skills of Indonesian students based on previous studies. This systematic review also examines the extent to which the research results are supported by appropriate research frameworks and methodologies. Searching for all research in reputable online databases with relevant keywords was carried out to obtain all studies within a span of ten years (2009-2018) that used PBL to evaluate or observe changes in students' critical thinking capacities. There are twenty studies that meet the inclusion criteria and are the material of analysis in this systematic literature review. Although almost all studies (n = 17) reported that PBL was effective in encouraging critical thinking skills, they did not have a clear variable framework and weak research design. In these studies, the PBL concept was very varied and the measurement instruments were not well constructed. This systematic review concludes that further research methodologically stronger and based on key and current literature is urgently needed. The studies will build sufficient support from the scientific community and practitioners to adopt PBL and think critically as paradigms and learning outcomes in Indonesia.

The Simulation Games: Bringin' It to the Bedside.

Although nursing students practice skills in labs as part of the curriculum, many report feeling anxious and unprepared for their first clinical experience. A capstone lab, integrating gaming with simulation, was implemented to assimilate previous learning and promote critical thinking before beginning clinical experiences. Second-year baccalaureate nursing students participated in a gamified lab with simulated scenarios working in teams in various roles to manage patient situations. Remediation opportunities throughout the lab and formal structured debriefing further maximized their learning. Students reported the lab was beneficial. Most students found the lab "stressful, but in a good way," which challenged them to apply previous learning. Most students cited reduced anxiety and increased confidence for practice after the labs. Integrating gaming with simulated scenarios maintained student engagement while encouraging critical thinking and knowledge synthesis to better prepare them for clinical experiences.

Teacher Perceptions of Critical Thinking among Students and Its Influence on Higher Education

A few decades ago, taxonomies included the concept of critical thinking. Critical thinking is a difficult process that necessitates advanced cognitive abilities in information processing. Teachers' judgments of students' critical thinking have an impact on their classroom behavior. Teachers believe they are teaching critical thinking to their pupils and that critical thinking will give the intellectual stimulation that will allow critical thinking, according to research. The ability of students to articulate ideas and concepts in their own terms was seen as proof of critical thinking. The capacity to analyze logically and solve problems through novel techniques, on the other hand, is a valuable asset. The process through which a student gains understanding of the content delivered is not an indication of the student's higher-level cognitive ability. Teachers did not appear to comprehend the needs for instilling critical thinking in children. Teachers may believe they are encouraging critical thinking in the classroom, but they are really focusing on subject matter comprehension.

Medijski tekst kao tumač i kritičar realnosti - medijska reprezentacija pandemije korona virusa 2020. godine

In March 2020, a state of emergency was declared worldwide as a result of the rapid spread of COVID-19. In Serbia, this led to strict preventive measures (curfew). In Sweden, such measures were not taken, but the system relied on personal responsibility of each individual, instead. In emergency situations, the media gain great importance as a source of information, and as such have the ability to alleviate or worsen the insecurity that the public feels, which can further contribute to the moral panic. In order to determine the potential of electronic media for informing citizens and encouraging critical thinking (during an emergency situation), we have explored rhetorical strategies and their potential for affirming the pluralism of views. The subject of research were broadcasting practices of three TV stations: two public media services (Radio Television of Serbia and Swedish Television) and one cable TV from Serbia (N1). By method of content analysis, we have come to a conclusion that all three media provided viewers with comprehensive, coherent and verified information. During the analysed period, the media in Serbia almost doubled the duration of their news programs, which gives an impression of non-selectivity and a desire to prove maximum coverage on all topics. On the other hand, SVT was consistent in the duration and scope of news programs. The way in which events were presented was mainly characterized by objectivity, although the Serbian public service also displayed a tendency towards intimidation. The biggest differences were noticed in terms of pluralism of views, since it was much more present in the programs of the Swedish public service and cable television (N1) than in the Serbian public service television programs. One of the rhetoric specifics in the way how N1 was presenting the news is discrediting the current political leadership and the decisions they have made.

Conceptual Framework of Reflective-Inquiry Learning Model to Promote Critical Thinking Ability of Preservice Physics Teachers

Critical thinking has been a crucial competence in 21st century learning and encouraging critical thinking ability at the university level is assumed as an important achievement at higher education. This study was aimed at developing Reflective-Inquiry Learning (RIL) model to promote critical thinking ability for preservice teachers in particular. This study was a pre-developmental stage in which the developed RIL model was constructed in line with the supporting theories and empirical findings. With the result that, it produced a hypothetical framework from RIL model itself. Then, the product of the RIL model was validated with involving 7 experts as validators through a focus group discussion (FGD) process. The assessed aspect of the product consisted of the content validity and construct validity. The results of the product validity were analyzed through a descriptive analysis viewed from the average score of the validity. The result of the validity showed the validity level (Va) of the RIL model was 4.28 and it was said very valid. The conceptual framework of the developed model and the validity result would be further elaborated in this article.

Encouraging Gamblers to Think Critically Using Generalised Analytical Priming is Ineffective at Reducing Gambling Biases.

Gambling has been associated with an array of fallacious beliefs that foster risky gambling decisions. Research into other belief systems suggests that the endorsement of non-evidence based beliefs, such as the paranormal or conspiracy theories, can be reduced when people think more analytically. The purpose of this study was to explore whether an intervention designed to elicit analytical thinking was effective in altering the gambling beliefs and simulated gambling behaviour of 178 regular electronic gaming machine (EGM) gamblers (102 males, 76 female). Participants were randomly allocated to complete either an analytic or a neutral priming task, followed by completion of belief measures (erroneous and protective) and play on a simulated EGM game. Results failed to show that priming for analytical thinking changed betting on an EGM; including features of bet size, bet change, persistence and theoretical losses. Contrary to expectations, results suggest that priming analytical thinking using generalised interventions does not appear to be effective in altering peoples' simulated gambling involvement or gambling beliefs. In fact, priming people to think more critically might be counterproductive by contributing to greater positive expectations about gambling outcomes. The results further suggested that the number of times a player alters their bet is a good indicator of theoretical gambling losses and is associated with irrational gambling cognitions. Interventions designed to promote safer thinking in gamblers should be implemented with care, as results from our study suggest that encouraging critical thinking in at-risk or problem gamblers may not be effective in reducing risky gambling.