Promotion Of Critical Thinking Research Articles

Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study

BackgroundOne of the most principal key aims of nursing education is to promote nursing students' and nurses' critical thinking. Therefore, nursing education needs to develop an appropriate curriculum and use effective instructional strategies for critical thinking promotion. Flipped classroom is a teaching method which substitutes individual learning for group learning in a dynamic, interactive environment where the teacher guides students to understand and use concepts. ObjectivesThe present study aimed to compare the effects of traditional lecture and flipped classroom on Iranian nursing students' critical thinking disposition. MethodsThis nonequivalent control group pretest-posttest quasi-experimental study was done in 2016 on 85 second-year bachelor's nursing students who had signed up for the Musculoskeletal Medical-Surgical Nursing theoretical training course. Because of their large number, students had been divided at the beginning of the first semester of their four-year program into two 42- and 43-student groups and attended separate theoretical training classes. These two classes were randomly allocated to either a traditional lecture or a flipped classroom group. The instructional strategies in these groups were the traditional lecture and the flipped class strategies, respectively. A demographic questionnaire and Ricketts' Critical Thinking Disposition Inventory were used for data collection. ResultsAfter the intervention, the mean scores of critical thinking disposition and its engagement domain in the flipped class group were significantly higher than the traditional lecture group (P < 0.0001). ConclusionsThis study shows the positive effects of flipped classroom on nursing students' critical thinking disposition. It is recommended that future studies assess the effects of flipped classroom on other nursing education outcomes.

The Biota Project: A Case Study of a Multimedia, Grassroots Approach to Scientific Communication for Engaging Diverse Audiences.

The Biota Project communicates science to populations historically ignored by the scientific community. The Biota Project is comprised of a team of young professionals from a myriad of backgrounds and locations with interests in promoting science accessibility and equity. We do this by highlighting research conducted by scientists from underrepresented groups in relatable yet underrated locations with the intention of increasing the participation of underrepresented populations in science. The Biota Project centers on the scientific definition of symbiosis as a tool for both educating and learning from its followers. We deliver stories on the environments of our own backyards by merging art and science and distributing these publicly available stories widely online through short films, media clips, drawings, paintings, blogs, and e-newsletters. This project demonstrates a fresh, transferable perspective on strengthening science communication in a way that conjoins scientific discovery with social justice through the promotion of critical thinking by its target audience. Likewise, contributors learn how to better support local communities with each new story and environment. The Biota Project thus sets a symbiotic tone for re-calibrating the balance between academics, researchers, and local communities. When science is made relevant through understanding, its quality and significance are enhanced, and public recognition of its value is increased.

Experiencias para una Alfabetización Científica que Promueva la Justicia Ambiental en Distintos Niveles Educativos

The environmental situation in the 21st century reflects a complex problem that affects us unequally. Environmental education requires a socio-scientific approach that broadens this perspective in order to promote the understanding of real situations, and leads to an informed and critical positioning of society for Environmental Justice. To do so, we need a scientific literacy from a Scientific, Technological, Social and Environmental (stse) approach. To this aim, we carried out three classroom involvements in different educational levels structured in three phases: (a) Distribution of little known conceptual information about the problem; (b) reflection about it the promotion of critical thinking, and c) preparation of proposals to solve the problem. In each proposal, content related to pollution issues was presented and related to human and environmental health problems. The analysis of these activities was carried out taking into account the most relevant notes from conversation, drawings and/or class works. All data indicates that their design is adequate to link the knowledge distribution with students’ participation in decision-making: key elements for the development of an education for environmental justice.

Exploring variability of teaching & supervision at clinical clerkship teaching sites.

Objective:To explore undergraduate medical students’ perception of variation in teaching and supervision at different clinical teaching sites.Methods:This descriptive cross-sectional study was conducted at the College of Medicine & Health Sciences, United Arab Emirates University, UAE during 2017. Four clinical teaching sites affiliated with CMHS were evaluated namely Shaikh Khalifa Medical City (SKMC), Ambulatory Care Clinics (AC), Tawam Hospital (TH) and Al-Ain Hospital (AH). An online questionnaire was administered to year five and six students.Results:The response rate was 84.4%. Overall perception of the students about their clinical clerkship experience was positive. SKMC was rated as the best teaching site with mean rating of 3.79±0.97-4.79±0.43. The highest rated item was clinical teacher’s promotion of critical thinking in students while the lowest rated item was the opportunity to take responsibility for patient care. Ambulatory Care site had a mean rating of 2.33±1.23-4.13±1.19. The highest rated item at this site was the clinical teacher encouraging students to ask questions and participate actively. At Tawam Hospital, the mean ratings ranged between 2.65±1.64-4.31±0.86 with highest rated item being ability of the students to see cases with positive clinical findings. At the Al-Ain Hospital, the mean rating was in the range of 2.79±1.45-3.81±1.11. The item rated highest here was the ability of students to see cases with positive clinical findings. The lowest rated item at all three sites was the availability of on-call rooms and lockers. Significant variability was seen across training sites in the clinical teacher’s ability to act as professional role models, the opportunity for students to apply their previous knowledge to patient care and to independently assess patients before discussion with teachers.Conclusion:This study tool highlights variation in clinical teaching and supervision at four clinical teaching sites. It provides specific, actionable information which can be utilized to deliver equitable learning experiences across clinical clerkships and teaching sites. It places emphasis on the fact that lack of physical facilities hampers clinical teaching and supervision, hence, on call rooms, lockers and separate rooms for independent student interaction with patients should be provided at all clinical teaching sites.

Theory of communicative action: a basis for the development of critical thinking.

Reflections on some assumptions of the theory of Communicative Action and the development of Critical Thinking in the context of training students in undergraduate nursing courses. The perspective is based on concepts of Jürgen Habermas, as a possibility for the development of critical thinking among the students of these courses. Communication is therefore understood as inherent in the training of nurses in a continuous, dynamic, dialogical process, with interventions that are related to the context of the students and that have meaning for them, in order to contribute to the promotion of Critical Thinking.

Decoding Mass Media Techniques and Education for Sustainable Development

A fundamental objective of environmental education (EE) and education for sustainable development (ESD) is the promotion of critical thinking, through which learners could resist messages (e.g., from TV), leading to unsustainable lifestyles and practices. The analysis of messages from media was used for: identifying influencing techniques; presenting these techniques to secondary school students allowing them to identify the techniques in messages from advertisements and assess their impact. After a very brief educational intervention, 84 per cent of the students were able to identify and decode techniques and make useful reflections. Furthermore, some techniques were tested as potentially useful for enhancing learning and/or environmental-friendly attitudes. The use of advertisement methods in teaching did not facilitate the assimilation of knowledge related to environmental science (chemistry); however, it improved the attitudes towards environmental-friendly and sustainable approaches.

Tecnologias digitais na educação: possibilidades para o desenvolvimento da educação para a cidadania global

O presente estudo objetivou investigar as contribuições das tecnologias digitais para a educação para a cidadania global. Há um entendimento de que essa cidadania diz respeito a um pertencimento a uma comunidade mais ampla, à humanidade como um todo. Além de competências, habilidades e conhecimentos cognitivos, surge a necessidade de uma educação que contribua para a resolução de desafios globais, que promova o respeito mútuo. Nesse sentido, evidencia-se que as tecnologias digitais se fazem presente em nossas vidas e o uso das mesmas pode vir a contribuir significativamente no contexto educacional, de modo a facilitar e qualificar o processo de ensino e de aprendizagem, fomentando o desenvolvimento da educação para a cidadania global. Esta investigação se caracteriza como uma pesquisa qualitativa, para a coleta de dados, utilizou-se um questionário online, sendo que a análise dos dados está apoiada nos princípios da análise textual discursiva. Com este estudo, foi possível constatar que é importante que os docentes encontrem formas de integrar as tecnologias aos procedimentos metodológicos adequados para que os estudantes sintam-se motivados, tenham mais iniciativa, explorem novas possibilidades, oportunizando-os a construir os seus conhecimentos ao longo do processo educativo. Percebemos que, embora, em alguns casos, os participantes da pesquisa não afirmem que a tecnologia pode contribuir para o desenvolvimento da educação para cidadania global, em suas experiências foi possível evidenciar a presença de aspectos relacionados à promoção do pensamento crítico, da formação de valores, do diálogo, características estas preconizadas pela Pedagogia da Educação para Cidadania Global.

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students.

BackgroundWith the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.MethodsThis qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master’s degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.ResultsThe participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.ConclusionThe present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

ASTRONOMIA INDÍGENA NA FORMAÇÃO DE PROFESSORES: UMA POSSIBILIDADE A PARTIR DA ABORDAGEM CTS

This work aims to discuss the development of a scientific culture of indigenous peoples, as well as the importance of culture for the promotion of critical thinking by students and teachers in training. Therefore, we argue in favor of ethnoastronomy, knowledge developed by indigenous peoples of the Americas and presenting a wealth of information, culture and tacit knowledge. Our discussion will do so by understanding the pedagogical potential that ethnoastronomy provides, for it is an astronomy based on sensory elements, not geometric and abstract elements, and also to allude to elements of our nature (mainly fauna and flora) and history, promoting self-esteem and appreciation of ancient knowledge, stressing that different interpretations of the same region of the sky, made by diverse cultures, help in understanding cultural diversity. Thus, in addition to seeking the inclusion of Astronomy contents in elementary school, we must also pursue recovery and the teaching of ethnoastronomy; which can be realized and optimized if articulated approach to Science, Technology and Society (STS).

Paulo Freire’s Critical Pedagogy in the Classroom: Promotion of Critical Thinking in South African English First Additional Language (FAL) Students

Paulo Freire’s Critical Pedagogy in the Classroom: Promotion of Critical Thinking in South African English First Additional Language (FAL) Students

Análisis del fomento del espíritu crítico en el alumnado del grado de Educación Infantil

El pensamiento crítico ha tenido gran relevancia en el siglo pasado, y han sido muchos los autores que abordaron su estudio desde diferentes disciplinas. El presente trabajo de investigación surge de la premisa básica de que el fomento del espíritu crítico es un elemento importante dentro del sistema educativo actual. Por esta razón hemos querido conocer la situación entre el alumnado que va a pasar a asumir la formación de los/las futuras ciudadanas en el primer eslabón del sistema educativo: la educación infantil. El objetivo de este trabajo busca describir la situación actual del fomento del espíritu crítico y sentar las bases para desarrollar una propuesta metodológica posterior. Se ha realizado un estudio en base a un cuestionario con preguntas abiertas con una muestra de 126 casos en los cursos de 2º y 3º del grado de Educación Infantil de la Universidad de Valladolid (Soria). Este trabajo de investigación permite concluir que el alumnado analizado tiene una percepción de que la relación con su profesorado es vertical y ello reduce sus posibilidades de participación. También se debe afirmar que es notorio el esfuerzo de los docentes por mantener una relación próxima y horizontal con su alumnado. No obstante, nuestro trabajo ratifica la idea de que nos encontramos con un sistema educativo formal y preocupado exclusivamente por el currículum.DOI: http://dx.doi.org/10.15304/ie.25.2454

An Analysis of Faculty Promotion of Critical Thinking and Peer Interaction within Threaded Discussions

The purposes of the research were to (1) examine the relationships between faculty behaviors that promote critical thinking and the resulting critical thinking within peer interaction and (2) identify specific faculty behaviors that result in the highest levels of critical thinking within peer interactions. Using a concurrent embedded mixed methods approach, 19,595 peer-to-peer responses were coded along the 5-point scale of the Interaction Analysis Model (IAM) and faculty behaviors within 91 courses were reviewed for 19 different behaviors. Comparing each individual faculty behavior to the IAM scores yielded interesting results. There were six significant correlations between faculty behaviors and scores on the IAM. Two of the correlations involved “negative” faculty behaviors, perhaps suggesting that peers make up for the lack of instructor presence within discussions. Multiple considerations for discussion design and facilitation are suggested along with recommendations for future research.

Four Tools for Critical Inquiry in History, Social Studies, and Civic Education

The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish between “teaching critical content” and “teaching students to think critically.” In this paper, I draw upon scholarship on critical thinking, history education, moral education, and critical pedagogy to propose four tools for critical inquiry in the social domain: Problem-posing, Reflective skepticism, Multi-perspectivity and Systemic thinking. I describe how each tool works, discussing how they integrate the epistemic purpose of fostering good understanding with the social purpose of cultivating thoughtful, responsible, pluralist and non-violent citizens.

Propuesta para la elaboración de un manual para la gestión de los conflictos estudiantiles

This article is a modern proposal for the management of student conflicts, based on the research of qualitative type whose title was “Analysis of the perception of the student conflicts in public schools in Costa Rica”. Today there are many manifestations of conflicts that occur daily in the national educational organizations, and on which many teachers and principals feel impotence not by lack of capacity but by lack of tools for the prevention and efficient attention for this type of situation. From this perspective, it is essential to promote social skills in students preparing a manual of mediation which not only serves as a means of information, and training, but it constitutes a tool for mediation for the management of student conflicts of public institutions in Costa Rica. This manual shall consist of activities aimed to encourage values, principles and attitudes needed to collaborate with the student conflict management. These social skills are related to aspects such as: promotion of critical thinking; assertive communication, the promotion of resilience; the values that collaborate with the coexistence and the culture of peace, among others.

Critical Thinking and School Music Education: Literature Review, Research Findings, and Perspectives

The most up-to-date validations of educational praxis propose that teachers and learners should engage together in a process of understanding life and the world, should share their anxieties and their problematic issues, look for solutions, make plans for action, express themselves creatively and take a critical stance toward every new datum before accepting it as knowledge. For many years, the dominant view was that the study of certain subject areas--and nothing else--was sufficient to promote students’ critical thinking skills. This conviction was overturned by John Dewey, who pointed out that any school subject may promote critical thinking if teachers base their teaching on challenges and issues presented for investigation, as well as encouraging reflection. As music offers the repeated challenge of situations in which there is no standard or approved answer, it can promote critical thinking. This article presents a review of the literature on the definition of critical thinking, points out the importance of the promotion of critical thinking in general education as well as in art and music education, and, finally, proposes for the teaching and learning of music a framework of applications within which critical thinking skills may be developed.

Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students.

To assess effectiveness of PBL as an instructional tool in clinical years to improve learning of undergraduate students in terms of acquisition of content knowledge, critical thinking and problem solving skills through problem based learning and traditional way of teaching. Quasi-experimental study. Fatima Jinnah Medical College for Women, Lahore, from October 2009 to April 2010. Final year medical students attending Obstetrics and Gynaecology and Surgery rotations were inducted as participants in this study. Two batches of 50 students each attended Gynaecology rotation and two batches attended Surgery rotation, i.e. 100 students in each. Each batch was divided into two groups i.e. A and B of 25 students each. Group-A learnt through traditional teaching, involving bedside teaching and lectures in wards and Group-B learnt relevant clinical knowledge through a modified PBL process. Content knowledge was tested by MCQs testing recall while clinical reasoning and problem were assessed by MCQs testing analysis and critical thinking. Intra-group comparison of mean scores of pre and post-test scores was done using paired sample t-tests while for intergroup comparison of mean scores was done through independent sample t-test. Teaching through traditional method significantly improved content knowledge, (p = 0.001) but did not considerably improve clinical reasoning and problem solving skills (p = 0.093) whereas, content knowledge of students who studied through PBL remained the same (p = 0.202) but there was marked improvement in their clinical reasoning and problem solving skills (p = < 0.001). PBL is an effective instructional tool to foster critical thinking and problem solving skills among medical students.

Learning for and from the city : the role of education in urban social cohesion

Learning is a central factor of social and spatial cohesion. Educational institutions play a significant role in the reproduction or transformation of social relations by conveying values and practices that either sustain or contradict the dominant societal structures. Learning is also crucial for the enhancement of urban governance, insofar as it is associated with the promotion of critical thinking, access to information and participation in collective decision-making processes. This article discusses how education contributes to inclusive urban development and local collective identities through the responses it provides to three issues – innovation and creativity, citizenship, and cultural diversity – that have become crucial challenges to urban social cohesion. The last section aims to materialise this discussion around two concrete urban processes : the development of local learning communities – learning from the city ; and the role of educational institutions in socially inclusive urban regeneration processes – learning for the city.

ATTITUDE OF STUDENTS ON CONCEPT MAPPING - AN INNOVATIVE TEACHING LEARNING STRATEGY

Abstract Background: Multiple researches are going on in the field of promotion of critical thinking skills among nurses and one of the well studied teaching strategies is Concept Mapping (CM). Though Concept mapping is proved to be effective in promotion of critical thinking, it is not widely used. So this study aimed to identify the attitude of student nurses in relation to Concept mapping. Methods: Descriptive survey design was used in this study. Thirty nine pre-final year nursing students participated in this study. 5 point Likert scale was used to assess the attitude of the students. Verbal opinion was also collected in relation to Concept mapping. Results: There were 10 positive and 8 negative statements regarding Concept mapping which the student nurses evaluated. The mean attitude score was 74.5% which showed that the students were in favour of concept mapping. 97% of the students had said that they can easily apply it to the nursing process and 77% of them agreed that it can be used for the entire subjects including non nursing subjects like basic sciences. However, 61% of the students had said the preparation of concept mapping as a time consuming task and they would prefer traditional method of writing care plans. They had expressed that concept mapping made their mind fresh, kindled their thinking and improved their critical thinking. Many of them suggested that if concept mapping was being introduced to them from the first, it would have been the best method to write care plans. Conclusion: As there is acceptance from the student to use concept mapping, it is required to prepare the nurse educators to use concept mapping as one of the teaching method.

The promotion of critical thinking in baccalaureate nursing English programs

This study investigates whether or not the incorporation of critical thinking skills into English communication classes could generate positive effects in the learning outcomes of baccalaureate nursing students. An experimental design for experimental group and control group was used in this study. 59 nursing students were randomly selected and distributed into an experimental group (29 students) and a control group (30 students), who were freshmen at Chung Shan Medical University in Taichung, Taiwan. To collect data and verify the feasibility of applying the critical thinking model to nursing English programs, a critical thinking skill pre-test and post-test, a student satisfaction questionnaire, and individual / focus group interviews were conducted in the study. Research results indicated that students participating in an English communication class incorporating critical thinking skills attained significantly better critical thinking skills than other students. In addition, these students were more satisfied with their class. The findings demonstrate that when used effectively, the critical thinking model can facilitate a systematic critical thinking process, empower student reflections, lead to a self-directed learning process, and create an analytic dialogue between teachers and students in clinical nursing situations. Key words: Banking education, nursing education, critical thinking.

Effects of a critical thinking promotion education program of nursing students in college

Effects of a critical thinking promotion education program of nursing students in college