Enhancing Critical Thinking Research Articles

Peer-assessment as a Process for Enhancing Critical Thinking and Learning in Design Disciplines

The purpose of this research was to reflect on how peer-assessment in higher education can enhance critical thinking and learning. In this paper, we will focus on a specific case study; a peer-assessment process organised for a drawing unit in the School of Architecture, University of Portsmouth. The students assessed their colleagues’ drawing portfolios; the body of work that had been created throughout the semester and then submitted for examination. Through this paper I will present the reasons for which the peer-assessment was introduced, how the peer-assessment process was organised, what difficulties and potential benefits emerged, and how students responded to it. One of the main observations was that after the marks moderation carried out by the tutors 93% of the marks did not change. Only 7% of the marks for the drawing portfolios were modified. In this paper I examine this 7% further; I observe the peculiarities of these particular portfolios and the reasons for which the students were having difficulties marking them.

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

The authors explore the effect on students’ critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment—which included a survey, interviews, and case analysis—suggest that compared with students who are taught only a conventional approach to management (which emphasizes maximizing productivity, profitability, and competitiveness), students who are taught a conventional and an alternative approach (which seeks to balance multiple forms of well-being for multiple stakeholders) exhibit enhanced critical thinking. Implications for management education are discussed.

Enhancing Critical Thinking: Analyzing Classroom Interactions in the Age of Web 2.0

This study explores the classroom interaction that enhances students’ critical thinking ability in a Liberal Studies classroom in a Hong Kong secondary school, hi particular, I examined class period about modern China both offline in the physical classroom and on line with the help of iLAP. Preliminary results indicate that the use of iLAP has contributed to the development of students’ independent thinking and argument skills. I also argue that Web 2.0 has expanded the physical boundary of classrooms and multimodality is becoming a hallmark of urban classroom discourse due to advancement in digital technology.

Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills

<span>Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and interactive. This paper describes the implementation and evaluation of a blended method for teaching clinical reasoning using a wiki. Groups of undergraduate physiotherapy students presented a patient case to their peers in class and on a wiki. Evaluation included student surveys, focus groups, and online participation. Students were actively involved in the wiki (mean contribution of 21.0 web pages (IQR 7.5-34.5). Most students (74%) agreed the in-class sessions were valuable, compared to 48% for the wiki. From the educator's perspective, the wiki facilitated collaboration, ensuring demonstrated reasoning skills in class. Combining wiki with in-class activities enhances student collaboration and learning of critical thinking skills.</span>

A Longitudinal Study of Enhancing Critical Thinking and Reading Comprehension in Title I Classrooms

A longitudinal study of student growth gains was conducted in Title I schools to assess growth in reading comprehension and critical thinking. Results suggested that all students benefited from the intervention of Project Athena units of study designed for high-ability learners. In addition, the study suggested that the comparison curriculum also benefited learners. Implications for practice include the use of high-level curriculum with all learners to elevate instruction and enhance critical thinking. Implications for scholarship include the need for studies that examine the specific nature of gains for different types of learners and schools using hierarchical linear modeling techniques.

Enhancing Critical Thinking with Aesthetic, Critical, and Creative Inquiry

Inquiry-based classroom activities require students to solve problems and answer questions that have more than one possible resolution. These types of activities stimulate critical thinking skills and dispositions in students (Burton, Horowitz, & Abeles, 1999; 2000; Housen, 2001; King 1990; 1992; 1994; 1995; 2002; King, Staffieri, & Adelgais, 1998; Lampert, 2006). PreK-12 art classrooms are rich with opportunity for inquiry-based activities for children and adolescents.This article reviews research on inquiry-based instructional techniques that enhance critical thinking and offers suggestions on ways to use aesthetic, critical, and creative inquiry in art classrooms to stimulate higher order thinking in art students.

Survey Data in Teaching Project (SDiT): Enhancing Critical Thinking and Data Literacy

Survey Data in Teaching Project (SDiT): Enhancing Critical Thinking and Data Literacy

Enhancing critical thinking in the preceptorship experience in nursing education.

To date no research has been conducted to examine the process used in the preceptorship experience to enhance critical thinking at the graduate level. This study provides data that could revitalize the preceptor/learner relationship and in turn influence future preceptorship programmes in graduate nursing education. The purpose of this study was to examine the preceptorship experience and its role in the enhancement of critical thinking in graduate nursing education. A grounded theory approach was employed, through semi-structured, tape-recorded interviews. Overall, 45 interviews were completed with graduate nursing students ranging in age from 26 to 53 years, and master's and doctorally prepared preceptors who ranged in age from 47 to 58 years. In addition, a journal of personal reflections was kept by each of the researchers. Analysis of data included the process of open coding, theoretical coding, selective coding, reduction and comparison. Data revealed that a process, designated The Relational Process, occurred in the preceptorship experience to enhance the critical thinking ability of graduate nursing students. This process was found to be a complex, ongoing interpersonal dynamic between the graduate student and assigned preceptor. The relational process that emerged from this study indicates that specific preceptor behaviours are pivotal to the enhancement of critical thinking of graduate nursing students and ultimately impact on the success or failure of the preceptorship experience.

Enhancing Critical Thinking and Professionalism Through Use of the Discussion Forum in Social Work Practice Courses

SUMMARY Development of critical thinking skills, application of theory, ethical decision-making, and achieving a professional identity are among the goals of social work education. This paper describes a three-year experience integrating discussion forums into graduate and undergraduate practice courses. Forums were designed to promote students' ability to use theory, analyze controversial issues, analyze and address ethical issues, professionally critique the work of peers, and conceptualize practice problems and issues for discussion in the forum. Evaluations indicated that discussion forums enhanced the depth of thinking about practice and practice issues and increased the sense of collegiality among students.

Enhancing critical thinking with case studies and nursing process.

Challenged to enhance critical thinking concepts in a sophomore nursing process course, faculty expanded the lecture format to include group explorations of patient case studies. The group format facilitated a higher level of analysis of patient cases and more sophisticated applications of nursing process. This teaching strategy was a positive learning experience for students and faculty.

Enhancing critical thinking in paramedic continuing education.

Critical thinking has become a buzzword, especially in medical education. The challenge is first to determine what skills compose critical thinking and what teaching techniques promote critical-thinking skills, and then to determine how to apply these techniques effectively and efficiently to a given population in the classroom. This article begins with a working definition of critical thinking and explores the parameters and skills implied or stated in the definition. Then a teaching environment constructed around a model of critical thinking and characteristics of the audience is described. A specific teaching method, suggested by research and designed to exercise critical-thinking skills, is then applied to a specific patient problem in a continuing education class. Preliminary outcomes are presented. The purpose of this article is to propose a productive and efficient educational method for promoting and enhancing critical-thinking skills appropriate for paramedic-level continuing education.

Enhancing Critical Thinking in Corporate Finance at a Christian University

Critical thinking is one of the key components to higher education. Before covering specific decision-making areas involving capital budgeting, a lecture is presented in which various critical thinking ideas are outlined. The primary focus is on logical fallacies. We have developed a presentation which encourages students to examine the importance of critical thinking skills that are usable in both undergraduate and graduate corporate finance classes. The lecture could easily be modified for use in any business discipline where critical thinking and logical flaws is relevant.