Higher Levels Of Critical Thinking Research Articles

Where Theory and Practice Converge: Community-Based Learning as a Pedagogical Approach for Teaching AI Ethics

As artificial intelligence (AI) technologies continue to inundate the current information landscape, questions surrounding the ethics of AI and its responsible use in teaching and learning remain firmly on the forefront of the pedagogical discourse in the LIS field. Indeed, one implication of the ongoing AI revolution for LIS education that has become evident from these conversations is the pressing need to develop an ethical instructional framework that would enable students and educators alike to successfully navigate the rapidly evolving generative AI universe. This poster discusses the effectiveness of several pedagogical approaches that are currently being implemented to help students identify and address the ethical challenges associated with these technologies across a wide range of graduate level LIS courses, spanning such key areas of the professional practice as library and information center management, academic librarianship, and community-engaged librarianship. The common denominator in these courses is an emphasis on community-based learning that constitutes the core of complex sequential semester-long course projects students are asked to complete by designing and performing various community outreach, observational, and analytical exercises in an information organization of their choice. Based on the data collected from the above-mentioned courses during the past four semesters, the presenter demonstrates the value of the community-based learning component present in these activities for developing in LIS students a higher level of critical thinking about AI-related ethical dilemmas, all the while preparing soon-to-be information professionals for real-world applications of ethical considerations in their current and future professional roles.

Oral interpretation skills among English-majored graduates: A case of those from a university in Vietnam

It is undoubtedly believed that the ability to deliver effective presentations in English is not merely an academic requirement but also a vital skill for success in the professional world. Students who excel in delivering presentations often demonstrate higher levels of critical thinking, research ability, and overall academic achievement. Unfortunately, delivering presentations in English poses a significant challenge for many students, particulary those in non-native English-speaking countries like Viet Nam. Via a mixed-methods approach, the current study investigates the oral consecutive interpretation skills of English-majored graduates from Thu Dau Mot University (TDMU), finding out the challenges faced by these students in oral interpretation, focusing on four key stages: listening and understanding, notetaking, decoding notes, and expressing and reformulating. In the quantitative process, 150 graduates completed a survey questionnaire, providing broad data for statistical analysis. The qualitative process involved direct observations and semistructured interviews with 10 graduates. The observations in real-world settings utilized a structured checklist to assess four critical phases of consecutive interpretation: listening and understanding, note-taking, decoding notes, and reformulating and expressing. Key findings indicate that graduates face significant challenges in each phase. In the listening and understanding phase, difficulties include maintaining focus and comprehending complex content. Note-taking challenges involve developing effective techniques and balancing listening with writing. The note-decoding phase reveals issues with accurately reconstructing messages under time pressure. In the reformulating and expressing phase, graduates struggle with delivering fluent and coherent interpretations, especially under stress. The study highlights the importance of cognitive and memory skills, effective notetaking, stress management, and public speaking abilities in successful interpretation. This research underscores the need for a practical approach to interpreter training that addresses both technical and psychological aspects.

Penerapan Metode STEM pada Proses Pembelajaran Fisika Berbais Pendekatan Saintifik untuk Meningkatkan Keterampilan Berpikir Kritis

The learning process using one method of learning creates a learning atmosphere of saturation, boredom and tiredness. students become weak and lazy in participating in learning. Students do not understand and are confused when faced with integrated concepts (integrated science, technology, engineering and mathematics material). The integrity and integration of these materials requires a long time to analyze and conclude. This condition of students has an impact on their critical thinking skills being weak, their way of finding solutions to problems is not being able to solve problems. The integrity and integration of science, technology, engineering and mathematics materials requires a high level of critical thinking among students. Researchers provide solutions to these problems by applying STEM methods to physics learning based on a scientific approach. This research can improve students' abilities in the areas of knowledge, attitudes, skills and critical thinking. This research uses PTK with two cycles. The average value for Cycle I is knowledge 65, attitude 67, skills 68 with a KKM of 70. Cycle I has not yet been completed and continues with cycle II, the average value for Cycle II is knowledge 75, attitude 77 and skills 80, meaning that all areas of student ability are above KKM 70, meaning complete. For critical thinking skills, researchers refer to the average score of students on the initial test of 63.66 (value of knowledge, attitudes and skills). In cycle I, the average critical thinking score for students was 68, an increase of 4.34 on the scale or 6.54%. The average critical thinking score of cycle I has not increased sufficiently, so it continues with cycle II. The average critical thinking score for Cycle II students was 75. Cycle II experienced an increase of 11.34 on the scale or 17.8% from the average initial test score of 63.66. with this improvement, the application of STEM methods to the physics learning process based on a scientific approach can improve students' critical thinking abilities.

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.

Logistic Regression Analysis: Predicting the Effect of Critical Thinking and Experience Active Learning Models on Academic Performance

<p style="text-align: justify;">This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.</p>

Реализация научно-образовательных подходов формирования критического мышления студентов-регионоведов

This article deals with the issues to develop critical thinking in teaching region studies. It gives the approach to study the region through a correct evaluation of the information about it. It shows the modern need to study the region through the work with information, to select it, check, analyze, evaluate, make a conclusion. It is an urgent vector of the modern education system to prepare region experts with a high level of critical thinking, who are able to operate with foreign-language media texts, alternative data sources, who know the ways how media work, who can deal with popular types of fakes. The author considers critical thinking as a necessary quality of personality and one of the main skills of a region expert. It requires developing systematically and purposefully in the pedagogical process. It uses methods of theoretical and practical analyses. The research of scientific and educational approaches to develop critical thinking reveals an optimal way to implement them in the preparation of region experts. It gives the experience of testing and its results confirming the hypothesis and clearly testifying to the effectiveness of the identified scientific and educational approaches. The author concludes that the identified scientific and educational approaches contribute to the targeted development of critical thinking in region studies, increase the effectiveness of a complex regional analysis, can be implemented in any compulsory discipline of region studies in various types of educational institutions.

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a quantitative descriptive design by utilizing a validated writing test. The subjects of the study were 40 students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills.

Enhancing students’ critical thinking and visualisation skills through mobile augmented reality

Augmented Reality (AR) has emerged in our educational paradigm as a new tool to accelerate change in the teaching and learning process. This technology can improve students’ visualisation skills, which helps them understand abstract concepts, especially in Chemistry. Furthermore, visualisation skills help improve students’ critical thinking. This study was conducted with 16 secondary students. Before and after the intervention, students were required to complete a Purdue Spatial Visualisation Test to measure their visualisation skills. During four weeks of intervention, students explored the content using a mobile augmented reality application for learning chemical bonds (called CBOND) and completed critical thinking tasks each week. This study employed data mining using a decision tree to predict the path to improving students’ visualisation and critical thinking skills in learning chemical bonds. The results revealed that CBOND had a significant effect on students’ visualisation and critical thinking development. Therefore, this study proved that augmented reality technology could help students to visualise abstract concepts, especially in Chemistry, and in turn, foster their higher level of critical thinking.

РАЗДЕЛ CULTURE CORNER В УЧЕБНО-МЕТОДИЧЕСКОМ ПОСОБИИ: ИНТЕГРАТИВНОЕ ИЗУЧЕНИЕ АНГЛИЙСКОГО ЯЗЫКА И КУЛЬТУРЫ СТРАН АЗИАТСКО-ТИХООКЕАНСКОГО РЕГИОНА

The article describes and analyzes a section of the textbook English Dimensions: Language, Region, Cultures (developed and published in 2023 at APR Regional Studies Department, Irkutsk State University, the authors are Yu.B. Dyundik, O.A. Kaverina, E.E. Kalish, M.V. Novosyolova, N.Yu. Khlyzova, A.V. Chaykisova). The section is based on information about cultural peculiarities of Asian-Pacific countries. The key countries are the USA, Russia, China, South Korea and Japan, the reason for that is what languages the students of this field of education study. In the article the authors share their experience of integrative way of teaching a foreign language (English) and foreign culture(s) to linguistic university students. It gives a variety of exercises which are basic for studying a foreign culture, such exercises develop relevant competencies, required to be effective and highly professional in their major, English. The authors believe that a foreign language (English in this case) can be considered an ideal platform to learn APR countries’ culture, as integration of a foreign language and cultures lets broaden knowledge and experience in almost any sphere, creates a highly-educated broadminded specialist and provides with the skills of analytical mind, creativity, and high level of critical thinking. A foreign language as a subject has a powerful integrative potential, moreover the core is knowledge about the world (about APR countries in this case) and communication are both a purpose and a means of studying.

Enhancing Students’ Critical Thinking through Translation Practice: A Narrative Review

This paper delves into one of the primary challenges in higher education, which revolves around the methods employed by educators to cultivate enhanced critical thinking skills in students. While certain majors such as philosophy, logic, and literary criticism inherently demand higher levels of critical thinking, there exists a pressing need to investigate the efficacy of practical exercises like translation in fostering critical thinking abilities among university students (Ghazala, 2008; Beylard-Ozeroff, Lev?, & Popovi?, 1998). In this context, this narrative review embarks on an exploration of the intricate relationship between critical thinking and translation. While previous research has predominantly concentrated on the influence of critical thinking on translation quality, this study takes a novel perspective by assessing whether engagement in translation activities can indeed augment the critical thinking capabilities of students. Through an extensive literature review, this study examines existing research that elucidates the correlation between critical thinking and translation skills. Furthermore, it scrutinizes the fundamental constituents of critical thinking and the cognitive processes intricately involved in translation. The findings from this investigation unveil a positive connection between the practice of translation and the enhancement of critical thinking skills among students. Consequently, this narrative review not only contributes valuable insights but also underscores the potential educational advantages of incorporating translation exercises into curricula as a means to foster critical thinking.

Teaching Critical Thinking Among Students: Research Models And Anomie

Training, management and development of professional resources is important for the development of critical thinking among students. It is no coincidence that the manifestations of critical thinking are more common in students' research activities, as it allows students to assess the study criteria and determine directions of behavior. Moreover, it can be in any key level of study, making new psychological and legal requirements to the whole pedagogical process. To achieve success in some professions, such as a lawyer, psychologist, political scientist, sociologist, a high level of critical thinking is important. Therefore, in the context of teaching critical thinking, various special methods are used, which are presented in this article, and which are aimed not only to improve the quality of learning, increase participation of students, but also develop student-centered learning. The term of critical thinking was observed from socio-psychological and personal-creative points of view. The interconnections between the terms of critical thinking, marginality, deviance and anomie were presented. Taking into account the above, the aim of this article is to present methodological models for the development of the student's research capabilities and critical thinking. As the result of the article it is emphasized the publicly significant, positive impact of teaching critical thinking on the students’ integrating into public process.

From Provoking Emotions to fake Images: The Recurring Signs of fake news and Phishing Scams Spreading on Social Media in Hungary, Romania and Slovakia

The phenomenon of fake news and media manipulation has always existed in human history, long before the invention of digital technology. However, never before in the history of mankind has it been possible to spread fake news so quickly, in such large quantities and to such large masses, as now, in the age of the internet and social media. In this paper we identified 31 recurring signs of fake news and phishing scams spreading on social media in Hungary, Romania and Slovakia, based on the content analysis of 866 screenshots of social media posts, internet articles, phishing emails and SMS messages from these 3 countries. The most common group of signs are signs of provoking emotions. The second largest group of indicators include the characteristics of the media publishing the news. The third major category is the visual appearance and wording of the news. The fourth group of recurring signs refers to the original source of the news. The fifth group of indicators is the lack of reliable and/or official media coverage of the story. The elements of the sixth group of signs are the photoshopped and re-framed 'proof' images and videos that appear in the news. The seventh, and final group, of indicators refers to the prior beliefs and biases of the target audience. Provoking emotions, and thereby turning off the recipient's critical thinking, is the most common sign of fake news, scams and other hoaxes. Consequently, there is a great need for a high level of critical thinking and information literacy regarding social media contents on the part of the recipient. Our research was based on a fake news database collected in the framework of an international Erasmus+ project called "Media Detective". The aim of the project is to develop media literacy training modules for teachers and youth workers that could be used in school settings.

The Impact of Teaching Strategies to Promote Critical Thinking among General Nursing Students

Background: The complex role of today’s nurses warranties higher levels of critical thinking and clinical judgment abilities. Critical thinking is familiar as an essential factor of nursing exercise by The National League for Nursing (NLN). Objective: The aim of this study were: To find out impact of teaching strategies to promote critical thinking in general nursing students. To analysis the teaching strategies to promote critical thinking in General nursing students. Methods: The descriptive research technique was used in this research which based on questionnaires. All the nursing students of the university was the population of study. The researcher used simple cross sectional sampling in the selection of students. The student of general nursing School DHQ Hospital Jhang were selected as a population 15o students were given questionnaire and all questionnaire were responded. Results: Results indicates that students and instructors each share the responsibility for the quality of learning Yes were 83.5% and the No were 16.5% with the statement. The mean is 1.1652 with .373oo standard deviation. Results also describes about CT is an essential component of nursing education and a necessary competency for modern nursing practice. Results indicate that 98.3% respondents were yes, no were .9% and don’t know was .9% with the statement. The mean is 1.o261 with .2o778 standard deviation. Conclusion: The results of this study indicate that the vast majority of nursing students who participated had low levels of promote critical thinking. The results also reinforce the need for students’ continued development in these areas. Nurse educators must renew their commitment to CT as an educational ideal and this ideal must be continually pursued because it is integral to true autonomy in our complex society. The importance of CT to education and practice is indisputable. Nurse educators are an untapped resource in educational organizations.

Investigating the Effectiveness of Peer Feedback in Developing Critical Thinking Skills in Undergraduate Students

The purpose of this research was to determine whether or not undergraduates benefitted from receiving input from their peers when it came to the development of their critical thinking skills. A total of 60 freshmen taking an introductory philosophy course at a major public university in the United States served as the study's sample for a pre-test, post-test control group design. Students in the experimental group had their critical thinking tasks reviewed by their peers, while those in the control group did not. Changes in critical thinking were measured using the California Critical Thinking Skills Test (CCTST). The results of the CCTST showed that the experimental group had significantly higher levels of critical thinking than the control group. This result demonstrates the potential of peer feedback as an instructional strategy for fostering critical thinking in undergraduates. Student access to chances for group study is also highlighted. These results have substantial repercussions for classroom practice. Peer feedback is a useful tool for teachers to help their pupils develop the critical thinking skills necessary for success in school and the workplace. Important social and cognitive skills, such as communication, collaboration, and critical thinking, can be fostered in students through collaborative learning tasks.

Benefits of poetry: An argument for making poetry a required course for EFL literature majors

Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson & Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.

Transforming Asynchronous Online Discussions with a Structured Conversation System

Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.

Proactive personality and critical thinking in Chinese medical students: The moderating effects of psychological safety and academic self-efficacy.

This study aimed to identify the relationship among proactive personality, psychological safety, academic self-efficacy and critical thinking, and to further explore whether psychological safety and academic self-efficacy could be a moderator in the association between proactive personality and critical thinking among Chinese medical students. The cross-sectional study was carried out from October to December 2020 in China. Totally, 5,920 valid responses were collected at four Chinese medical universities. Critical thinking, proactive personality, psychological safety, academic self-efficacy and demographic factors were assessed through questionnaires. Hierarchical multiple regression was used to identify interrelationship clusters among variables. Simple slope analyses were performed to explore the moderating effects of psychological safety and academic self-efficacy. The mean score of critical thinking among medical students was 3.85 ± 0.61. Proactive personality, psychological safety, and academic self-efficacy were shown to be important factors for critical thinking. Psychological safety and academic self-efficacy moderated the association between proactive personality and critical thinking. A simple slope analysis showed that high psychological safety and academic self-efficacy weakened the impact of proactive personality on critical thinking. Most medical students surveyed in China might have relatively high levels of critical thinking. Psychological safety and academic self-efficacy moderated the association between proactive personality and critical thinking. More interventions related to psychological safety and academic self-efficacy will be helpful to improve critical thinking among Chinese medical students.

Exploring First and Fourth Year University Students’ Level of Critical Thinking Skills at Arab Open University- Jordan

This study aims to explore Arab Open University- Jordan (AOU) students’ critical thinking skills, and whether these skills varied according to variables like their university level (first and fourth year of study), gender, age, and major at university. 248 students have been randomly chosen to participate in the study. California Critical Thinking Skills Test was used to collect data. The study revealed that students’ general levels of critical thinking were below the acceptable educational level, and students in the fourth year had better critical thinking skills than students in the first year. Additionally, females showed a higher level of critical thinking than males whereas age and major did not play a major role in developing critical thinking skills. Based on the results, reforms in the education system should be initiated in terms of course content, instruction, and evaluation. Further research should also be conducted to determine which factors contribute to developing students’ critical thinking skills

딜레마 서사를 활용한 논증적 글쓰기의 교수·학습 방안 탐색

This study focused on the dilemma narrative revealed in the movie “The Lone Survivor” and attempted to explore the method of teaching and learning argumentative writing using it. It deals with the dilemma of “responsibility” and “ethics” that soldiers can face when they are in a war situation. In this study, an argumentative writing teaching and learning model was devised and applied to the class. As a result of 48 cadets writing along a series of processes called “Introduction, Argument, and Conclusion”, learners generally focused on the core argument and the evidence supporting it, but there were also learners who mentioned expected objections and responded to it. The moral dilemma situation dealt with in this study can be applied not only to writing but also to communication education. Based on discussion activities with students who disagree before or after writing, learners will be able to reach a higher level of critical thinking based on various perspectives.

Appendicitis: a clinical review

Right iliac fossa pain is a daily encounter for advanced clinical practitioners (ACPs) working in the acute surgical setting, who are in an optimal position to provide holistic, quality patient-centred care for these individuals. The ACP role cannot be underestimated in this patient group; using the ACP's autonomous, adaptive capabilities and high level of critical thinking, they can improve patient experience and outcomes. This clinical review discusses the challenge of diagnosing appendicitis in people who present with right iliac fossa pain. In the first author's experience as a trainee ACP, this has been a common presentation that is, at times, taxing. This review aims to provide other health professionals some insight into supporting clinical reasoning behind the decisions regarding the treatment of right iliac fossa pain.