Level Of Critical Thinking Research Articles

Влияние культурных и образовательных традиций на практики формирования критического мышления

We consider the cultural and philosophical aspects of critical thinking and scientific approaches to them in the classical and postclassical philosophy of education. We characterize the specific features of thinking and requirements for it within the framework of the traditional and new models of educational values. We note that in the culturological value context an important place is occupied not by individual models as an intrinsic value, but by the presence of continuity, the implementation of the principles of complementarity and interdependence of “traditional” and “modern”. We analyze the concepts of “culture of thinking” and “culture of education”. We pro-vide definitions and levels of critical thinking in their relation to universal human cultural values, taking into account the awareness of the multipolarity of world. We propose an approach to solv-ing problematic issues related to the formation of critical thinking, in accordance not only with his-torically established philosophical doctrines about thinking, but also with cultural and educational traditions. As an example of the traditions influence of culture of thinking on the critical thinking formation, such educational practice as “Philosophy for Children” is given. We substantiate the choice of programs and methods of philosophizing with children based on cultural reality and spi-ritual problems (intellectual, political, ethical, etc.), characteristic of a particular state. We con-clude that there is a close relationship between cultural and educational traditions and key aspects of the critical thinking formation.

Философия рисков цифровизации образования: когнитивные риски и пути создания безопасной коммуникативно-образовательной среды

The instability of modern civilizational development and the growing risks of constructive socio-anthropological dynamics pose new challenges for philosophical knowledge. The article is devoted to the systemic problem of digitalization of education and the understanding of cognitive risks. The research methodology is based on philosophical, psychological, pedagogical and information technology approaches to the process of digitalization of education, determining the nature and forms of manifestations of cognitive risks. The authors rely on numerous foreign and domestic concepts of informatization (digitalization) of education and focus on several types of risks of the cognitive sphere of students: information over-saturation, devaluation of memory capabilities, reduction in the level of critical thinking. The article emphasizes the probabilistic nature of these cognitive risks, defined by a set of scientific, methodological, organizational, methodological, psychological and pedagogical factors and individual personality, psychophysiological characteristics of students who are vulnerable to these risks to different degrees. The result of the study is a proposal on ways to level the cognitive risks of digitalization of education. The authors call for a balanced strategy and the consolidated work of all subjects of the education system in order to achieve the formation of a safe communicative and educational environment.

The Teaching Practices of Social Studies Teachers and the Four Cs of 21st Century Skills of Aeta Learners in Subic District, Schools Division of Zambales, Philippines

The aim of this study was to determine the relationship of the teaching practices in the field of Social Studies and the Four Cs of the 21st Century Skills of the Aeta Learners in the District of Subic, Zambales, Philippines. The study has a descriptive correlational design. It was made use of the descriptive-survey, checklist method and rubrics. Based on findings, the Aeta students were found to have a "Good” level of Creativity, Collaboration, Critical Thinking and Communication Skills in both pre assessment and post-assessment while the social studies teacher’s Teaching Practices were found to be “sometimes” applied in the teaching and learning process. The results also show a positive moderate relationship between the teachers' Teaching Practices as to "Delivery" and the Aeta learners' Creativity, Critical Thinking and Communication Skills and a positive low relationship between the teacher-respondents' applied Delivery and the Aeta learners' Collaboration Skill. Results also show a positive moderate correlation between the Teaching Practices under "Evaluation" and the Creativity, Critical Thinking and Communication Skills of the Aeta learners. Based on the results, the researcher recommended School Administration and Teachers to adopt initiatives and establish good two-way communication, create opportunities to connect, establish a school-wide structured opportunities for parents’ involvement and communicate often about the need for and importance of parental involvement, and teachers must engage students more on learner-centered approach, expose students on experimenting, exploring, questioning, creating assumptions, using analysis, imagination, synthesizing information and evaluation.

Development of critical thinking in the formation of foreign language communicative competence through the example of the course “Media Literacy”

Introduction. The training of high-level specialists requires the active introduction of pedagogical technologies into the educational system of higher education that contribute to the development of higher-order thinking. In addition, the development and testing of technologies for the development of critical thinking in higher education in Russia encounter significant difficulties. The purpose of this study is to substantiate the need for and the possibility of developing critical thinking when teaching a foreign language at a university, in particular, within the framework of the interdisciplinary course “Media Literacy”. Materials and methods. The methodological basis of the study is a competency-based approach to teaching a foreign language based on the technology of critical thinking through reading and writing. The main research methods are the analysis of the scientific literature of Russian and foreign scientists on the problem, diagnostic techniques (questionnaires, observation), and Lauren Starkey’s critical thinking test. Experimental research, consisting of setting, ascertaining, training, and control stages, was carried out in the Petrozavodsk State University in 2016–2019. It was attended by 260 first- and fourth-year undergraduate students of non-linguistic fields of study. For a comparative analysis of the data obtained in different groups of subjects, the Wilcoxon statistical test was used for related samples. Results. During the study, the author’s training course “Media Literacy. Analyzing Mass Media in English” and the learning kit “Mass Media” in 3 parts were developed and tested. The comparative analysis of the data obtained before and after training revealed significant dynamics in the experimental group (Z=-5.07; p≤0.001), and moderate dynamics in the control group (Z=-2.34; p≤0.05). On the final cut, the experimental group demonstrated a significantly higher level of critical thinking (at the 0.1% significance level) than in the control group, with the mean values of the integral indicator being 25.17 and 19.96 points, respectively. Conclusions. The research results confirm the hypothesis about the possibility of forming a universal competency “critical thinking” by taking the course “Media Literacy” in a foreign language. The developed training course is interdisciplinary and can be used in different fields of study for undergraduate and graduate programs.

RETRACTED: The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course

Abstract The development of critical thinking is a fundamental task of the modern education system. However, practically, it turns out that a number of teachers are not competent enough in this area. The purpose of the study is to identify the most universal and valid methods for the dynamic assessment of the level of critical thinking in children. There are also difficulties associated with the assessment of the level of critical thinking, the selection of valid methods for its study, especially when it comes to preschool or primary school children. The participants (186 children 6–8 years ages from 3 schools of Moscow (Russian Federation) in the group of gifted children did not fall into the groups with a low development of critical thinking, and the participants in the control group did not fall into the group with the highest or the highest level of development of critical thinking. In two tests, the data for the gifted and control groups showed high correlation values between the definition of giftedness and the level of critical thinking development (0.958 and 0.962 in the static test and 0.659 and 0.908 in the dynamic test, respectively). Therefore, it is relevant to select valid methods that would allow the assessment of critical thinking as one of the criteria for the giftedness of a child in dynamics, that is, in the process of developmental learning. During the research such methods were used – sculpture method, absurdity method, verbal fantasy method, drawing method, think of a game method. The research results have shown that giftedness has a psychophysiological basis, the described test methods are valid and can be used for the assessment of the level of critical thinking and the quality of the educational process.

Critical Thinking Level among Medical Sciences Students in Iran

Background. Critical thinking is one of the most important missions of the educational planning system of medical sciences universities around the world. Hence, identifying the level of critical thinking skills and tendency of medical sciences students to think critically is of great importance. Therefore, the aim of this systematic review was to examine the critical thinking level in medical sciences students in Iran. Methods. To extract published studies in the field of critical thinking in Iran, a search was conducted in the databases of PubMed, Web of Science, Scopus, ERIC, and Magiran. The keywords of critical thinking, medical sciences, and Iran were used for the purpose of the search in the two languages of Persian and English and without any time limit. The PRISMA flow diagram was applied for the selection of articles, and the Newcastle–Ottawa Scale was used for the evaluation of these papers. Results. After evaluating the quality of searched articles, 80 articles were finally selected for the final analysis. The total sample of the articles included 12,578 students. The results indicated that out of 51 articles conducted in the field of critical thinking skills, 48 articles reported these skills at a low level, 2 papers at a medium level, and only 1 paper at a high level in the medical sciences students. Among 29 articles in the field of the level of critical thinking disposition, 13 articles reported their tendency level at a low level, 11 articles at a medium level, and 5 articles at a high level. Conclusion. In general, based on most articles, the level of critical thinking skills in the medical sciences students in Iran was reported to be at a low level and their tendency to critical thinking at a moderate level and low level. Therefore, given the importance of critical thinking for medical sciences students, future studies should consider factors influencing the increase of the critical thinking level in these students. In this regard, formation of some training workshops can also be promising. Furthermore, reviewing the medical sciences curriculum should be taken into consideration by the policymakers and educational planners so as to strengthen the level of critical thinking in the medical sciences students.

Akademisyenlerin Eleştirel Düşünme Düzeyleri ile Örgütün Etik İklimine İlişkin Algıları Arasındaki İlişkinin İncelenmesi

Eleştirel düşünce akademik yaşamın en önemli özelliklerinden birisidir. Bu çalışma, spor bilimleri alanındaki akademisyenlerin eleştirel düşünme düzeyleri ile örgütün etik iklimine ilişkin algıları arasındaki ilişkinin belirlenmesi amacıyla yapılmıştır. Araştırmaya Ege Bölgesi’nde bulunan Spor Bilimleri Fakültelerinde çalışan 130 akademisyen (39 kadın, 91 erkek) katılmıştır. Çalışmada, Kaliforniya Eleştirel Düşünme Eğilimleri Ölçeği (KEDEÖ), Etik İklim Ölçeği (EİÖ) ve kişisel bilgi formu kullanılmıştır. Akademisyenlerin orta düzeyde eleştirel düşünme düzeyine (𝑋̅= 241,58; Ss=.16,31) sahip oldukları ve çalıştıkları üniversitenin etik iklimine biraz katıldıkları (𝑋̅= 2.62; Ss=.46) görülmüştür. Akademisyenlerin eleştirel düşünce düzeyleri ile etik iklim (r=-,245), egoist iklim (r=-,299) ve ilkelilik iklimi (r= -,289) arasında negatif yönde anlamlı ilişkiler olduğu belirlenmiştir. Akademisyenlerin, eleştirel düşünme düzeylerini geliştirebilmesi önemlidir. Bununla beraber bilimsel üretim ve verimlilik için çalışma ortamında yaratılacak olan etik iklim vazgeçilmez bir rol oynar.

Case Study

This study is a case study research, it aims to find out how British Parliamentary debate system enhance critical thinking skills of the debaters from English Debate Club (EDC) of Pattimura University. This also leads to the extend identification and analysis of critical thinking level from EDC Debaters. The subjects are debaters from EDC who have been train educing British Parliamentary Debate System. The data was collected through In-depth interview, documents review, and audio visual materials. The result in dicates two major things that affected critical thinking from BP system, including case buildi and four teams mechanism encapsulated the effectto create platform for critical engagement in global issues to the extend analysis. As an annex, debaters can proceed to 5th level of critical thinking (Evaluation) which in dicate the 5th stages of critical thinking (Advance Thinker). Therefore, the mechanism of BP canal so be implemented in learning and teaching process, especially in critical thinking aspect.

Critical care nurses' critical thinking and decision making related to pain management

ObjectivesThe current study aimed to examine nurses’ critical thinking and decision-making skills related to pain management and their association with nurses’ characteristics. Research methodology/designThis descriptive correlational study used a convenience sample of 115 critical care nurses working in a university hospital in Jordan. Data were collected using a pain-related vignette and validated questionnaires. Main outcome measuresThe Critical Thinking Self-Assessment Scale and the Nursing Decision-Making Instrument were used to measure the nurses’ critical thinking and decision-making skills, respectively. As a secondary outcome measure, data regarding the sociodemographic/professional characteristics of the participants, including gender, marital status, experience, education and work environment, were collected. ResultThe participating nurses reported poor critical thinking and intuitive decision-making skills related to pain management. Nurses with more clinical experience and higher levels of education reported significantly better critical thinking and intuitive decision-making skills than less experienced and less educated nurses. Nurses with intuitive decision-making modes reported significantly better levels of critical thinking than nurses with analytical or flexible analytical-intuitive decision-making modes. ConclusionCritical care nurses were found to have ineffective critical thinking and intuitive decision-making skills related to pain management, which may lead to poor patient outcomes. Gaining more in-depth understanding of nurses’ critical thinking and decision-making skills and their associated factors is crucial for achieving effective pain management in critical care settings.

Clip thinking of generation Z: methods of developing students’ creative potential

The article is devoted to actual problem of clip thinking of generation Z. The goal of research is to determine the most effective methods of working with clip thinking taking into account the peculiarities of information perception by modern students. It covers phenomenon of clip thinking, its characteristics and origins. Positive and negative features of clip thinking are highlighted, as well as effective methods of university educational process applying having the trend of clip-based consumption of info by students. The authors conclude that clip thinking is a natural process: it is necessary to work competently with this phenomenon of generation Z. Its shown, that vast selection of digital tools is changing lifestyle of young generation, but multitasking, responsiveness, high degree of adaptability characterize modern students. The authors concluded that its necessary to form students' analytical and conceptual thinking in combination with clip thinking. Its not worth changing students or fight against clip thinking as well as to act according to old methodology of educational process. Modern students need in interesting cases of thinking efficiency, multitasking that requires active action. Specificity of case method application of teaching was substantiated empirically (including observation, experiment, survey), it develops creativity, increases the level of analytical and critical thinking, allows to work with a large amount of information, helps to study proposed business situations, analyzes data and make the respective decision. Its important to practice educational and search methods in a dialogue mode of learning process, construct situations, interactivity, mobility, frequent changes, multitasking. Clip thinking should be managed competently, by using its positive characteristics and preparing effective studying programs engaging relevant online and offline technologies.

Journaling: A powerful Academic Writing Learning Tool

Students who engage in writing-to-learn activities do a better job of grasping the concepts being taught. Students may use journaling as a powerful learning tool to better grasp a subject and hone their analytical thinking abilities. In this regard, we conducted two long-term field trials. To keep track of their progress, students in Study 1 completed a learning diary after each of their biology courses. Student understanding, interest and critical reflection were higher in the intervention group than the control group (n=25) at study's completion. Increased interest in the subject matter led to a more critical examination through journal writing. Students' motivation to develop their critical thinking abilities was examined in the second study. In addition to the cognitive and metacognitive prompts, the experimental condition's (n=13) journal writers also got a personal utility prompt. The students in the control group (n=11) received just cognitive and metacognitive tests. The experimental group exhibited a higher degree of interest and a better level of critical thinking when it came to a bioethical problem than the control group. It is clear from these research that journal writing has a positive impact on student learning and critical thinking about difficult scientific topics.

Desarrollo del pensamiento crítico, reflexivo y creativo en las estudiantes de la carrera de Educación Parvularia para fortalecer su identidad profesional

Se presenta un estudio sobre las capacidades de los estudiantes de Educación Pavularia, que cursan 1° y 2° año de dicha carrera. El objetivo es verificar el dominio de las capacidades cognitivas superiores del pensamiento crítico. La metodología responde a un con diseño explicativo con enfoque mixto. Se aplicó el cuestionario ILP-R para determinar nivel de dominio del pensamiento crítico, indicando que en la generalidad los datos se mueven en la escala de 4 a 5 en promedio, es decir “medianamente de acuerdo”. Lo que indica que el 40,60% de la población estudiada no logra desarrollar las habilidades del pensamiento critico para establecer patrones de desarrollo de constructos e inferencias en la resolución de problemas, en áreas del conocimiento complejo de su formación profesional. Es importante crear una propuesta estratégica que permita expandir las capacidades de profundización del conocimiento y creatividad de los estudiantes, logrando establecer parámetros evaluativos propios en situaciones complejas.

Acquiring critical* thinking skills and their relationship to decision-making skill among graduates of the American Institute (YALI) in Yemen: A case study

The study aims at finding out the type of relationship between the acquisition of critical thinking skills (evaluation, analysis and extending argument) and the decision-making skill among the graduate students of Yemen America Language Institute (YALI) 2018-2019. The study sample was was 60 students. The number of respondents was 46 students. The response rate amounted to 76.6%. The (CAAP) Critical Thinking Test, which included 32 items, was used measure students' critical thinking skills. The tool which was used to measure decision-making skills consists of 19 items distributed into 6 sections. The study reached a number of findings. One of the main findings was that the level of critical thinking of the students was weak. The results of the study also showed an average level of decision-making skill. The results also indicated in general to the absence of a statistically significant correlation between critical thinking skills and decision-making skills. This is consistent with what the current study assumed. The researcher recommended that it is necessary for educational institutions to teach critical thinking skills in a systematic way from the primary stage.

Enhancing Mathematical Critical Thinking and Problem-Solving Skills through Emergenetics® as a Grouping Mechanism

Mathematical critical thinking and problem-solving skills are needed to be enhanced during a group activity through a new mechanism. This study aimed to enhance students’ mathematical critical thinking and problem-solving based on Emergenetics® as a grouping mechanism. This is a practical action research design wherein the researchers made profiling to identify the dominant thinking attributes of each student followed by the formation of the group. Then, a pre-test was used to assess the level of critical thinking and problem-solving skills of the students. After that, the formation of a group with a complete set of four thinking attributes. Moreover, four group learning tasks were given at regular intervals wherein the students must collaboratively find the solutions to the given Statistics and Probability problems by combining their thinking attributes. After three months, the post-test of validated test materials and interviews were administered. Based on the findings, the students enjoyed group activity because of the collaboration and a combination of abilities in doing the task. A significant increase exists from pre-test to post-test scores of the students. Through Emergenetics® as a grouping mechanism helps the students to combine their attributes and work collaboratively towards the accomplishment of the group task.

Analysis of Students' Critical Thinking Skills in Solving Mathematics Problems on Pythagoras

This study aims to describe the critical thinking skills in solving math problems. The approach used in this research is qualitative research with descriptive research type. The research subjects were 32 students. The six interview subjects were divided into three levels of critical thinking, namely 2 high categories, 2 medium categories and 2 low categories. Data collection procedures are tests of critical thinking skills and interviews. Research data analysis refers to indicators of critical thinking, namely: interpreting, analyzing, evaluating and inferring. Student achievement on each indicator includes: 1) Percentage of students' ability to interpret the completion of the test questions by 65.5%; 2) The percentage of students' ability to analyze the completion of the test questions by 39.1%; 3) The percentage of students' ability to evaluate is 66.6%; and 4) Percentage of students' ability to infer by 40%. The ability of students to interpret a problem solving is good. Students have been able to write out what is known and asked in the problem correctly, but there are students who are less thorough and incomplete in writing the unit of distance. The ability of students to analyze problem solving is quite low. Students do not provide information on drawing illustrations. The ability of students in evaluating problem solving is good. Students are able to do the calculations correctly in accordance with the rubric of assessment. The ability of students to reference problem solving is low. Students are not used to writing the final conclusions of the answers obtained.

Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners

Abstract With technological innovations happening at workplaces, 21st century organizations demand competencies in thinking creatively and critically. These two skills will potentially help prospective employees become confident individuals, concerned citizens, self-directed learners, and active professionals. In this context, it becomes imperative to overhaul the lecture-based and banking model of the traditional pedagogical approach in order to impart such skills among undergraduate and graduate students. To address this issue, a lab-based teaching-learning method focused on problem-solving and design thinking was introduced at OAMK Labs in Finland. This study assesses the efficacy of lab-based learning in enhancing creativity and critical thinking among students from engineering, management, and science backgrounds of Kathmandu University, Nepal. The study was conducted in a workshop setting using a randomized control trial (RCT) where participants were divided into control and treatment groups. Participants in treatment group took part in a design thinking workshop that applied lab-based learning pedagogy, while those in the control group were given some reading material on improving creativity and critical thinking. Standard tests on both critical and creative thinking in a pre- and post-stages were administered to both groups. Data was analyzed using standard Difference-in-Differences technique. The results showed that while the level of critical thinking improved significantly, among the learners in treatment group alone, the creativity level in the post-stage increased significantly among learners in both groups. Results validated the efficacy of lab-based teaching-learning in addressing the need for critical and creative thinking skills among learners. Keywords: critical thinking, creativity, lab based learning, innovation, higher education, Difference-in-Differences

Müzik Öğretmeni Adaylarının Duygusal Zekâ ve Eleştirel Düşünme Eğilimlerinin İncelenmesi

Bu araştırmada, Müzik Eğitimi Anabilim Dalı öğrencilerinin duygusal zekâ (DZ) ve eleştirel düşünme eğilimleri (EDE) ile alt boyutları arasındaki ilişki incelenmiştir. Tarama modelli olan bu araştırma, 6 farklı üniversiteden rastgele seçilmiş Müzik Eğitimi Anabilim Dalı son sınıfta öğrenim gören toplam 204 öğrenci ile gerçekleşmiştir. Araştırmada DZ’ yi belirlemek amacıyla, Türkçeye uyarlamasını Saltukoğlu, Tatar ve Tok’un yaptığı 41 maddelik “Schutte Duygusal (Gözden Geçirilmiş) Zekâ Ölçeği”, EDE’ yi saptamak üzere, Türkçeye uyarlamasını Kökdemir’in yaptığı 51 maddelik “California Eleştirel Düşünme Eğilimi Ölçeği”, demografik özellikleri belirlemek üzere araştırmacı tarafından yapılan 10 maddelik “Kişisel Bilgi Formu” kullanılmıştır. Veri analizinde, frekans, yüzde dağılım, t-testi, Mann-Whitney U testi, post-hoc Scheffe testi, post-hoc Mann-Whitney U testi, Pearson Korelasyon Katsayısı değerleri alınmıştır. Elde edilen bulgulara göre, genel EDE düzeyi ile genel DZ düzeyi arasında “orta” güçlükte, anlamlı ve pozitif bir ilişki olduğu saptanmıştır. Müzik öğretmeni adaylarının, EDE düzeyleri ile ilgili demografik özelliklerinin öğrencilerin yaşı, mezun oldukları lise ve DZ ile ilgili bilgi düzeyi açısından anlamlı farklılaşmaya neden olduğu, cinsiyet açısından ise kısmen veya tamamen anlamlı bir farklılaşmaya neden olmadığı sonucuna ulaşılmıştır.

Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach. Both the control and the experimental groups were subjected to equal number of 15 instructional sessions. In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results. The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels. Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents. However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.

Graduated scenarios: Modelling critical reflective thinking in creative disciplines

This article describes the development and implementation of Jenny Moon’s ‘Graduated scenarios’ (2004, 2001, 2009) in the disciplinary context of media production. Graduated scenarios have previously been used to model different levels of critical thinking and reflection and have been based on situations and experiences that can be related to by a wide range of people. Our development of them in a specific creative disciplinary context, for use by students within that context, represents an evolution of the process, but we also consider the possible reception of such models in the context of debates around academic literacies and the degree to which they may be seen and used as contributing to an orthodoxy of expression. We acknowledge that this experiment in writing and pedagogy may be perceived as providing ‘exemplars of standards’, but argue that it actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing. Our four models of different levels of critical reflective writing are provided as appendices, and may be used or adapted as necessary. The production of such graduated accounts is ‘effortful work’, but the process can help us (academics) to better understand our own, as well as facilitating learners’, concepts of depth and ‘good practice’.

استخدام الشباب اليمني للإنترنت وعلاقته بمستوى وعيهم بالشائعات الإلكترونية حول الأحداث الجارية

This study aimed to investigate the relationship between the use of internet applications by young people in Yemen and their level of awareness of electronic rumors about current events and conflict in the country. To achieve this objective, the survey method was used and a questionnaire was administered to a sample of 400 randomly selected young internet users from Sana'a Governorate. The study findings revealed a high level rate of internet use by Yemeni young people. There was a positive correlation between the rate of internet use and respondents’ general awareness of electronic rumors about current events and conflict in Yemen. There was also a positive correlation between the respondents' level of critical thinking about rumors and their level of awareness of them. Furthermore, the variable of critical thinking had a positive impact on the intensity of the relationship between the extent dependence on the internet as a source of knowledge and the awareness level of electronic rumors.