Self-directed Critical Thinking Research Articles

Perceptions of Higher Education Faculty Regarding the Use of Chat Generative Pre-Trained Transformer (ChatGPT) in Education

This research delves into the perspectives of faculty members in higher education regarding the utilization of Chat Generative Pre-Trained Transformer (ChatGPT) in the realm of education. Additionally, it examines the probable impacts of this technology on social transformation and academic settings in the Philippines. A research study was conducted wherein 20 faculty members from a state university in the Philippines were questioned to acquire their perspectives and firsthand encounters regarding the utilization of ChatGPT in their academic instruction. The research's findings showed that ChatGPT had both beneficial and detrimental effects on higher education. On the positive side, ChatGPT can be a helpful learning tool for students, especially for those who are introverted, and can simplify the repetitive tasks that educators perform while encouraging the growth of students' self-directed critical thinking skills. The utilization of ChatGPT may have adverse effects on students' critical thinking skills and promote excessive dependence on technology. Moreover, the research revealed that although the faculty members were cognizant of ChatGPT's existence, they did not entirely depend on technology to execute highquality education. The efficacy of artificial intelligence and its incorporation in the realm of education, as per the respondents, was contingent upon the conscientiousness of the faculty and administrators in facilitating the enhancement of students' analytical and evaluative proficiencies.

Teaching Self-Direction to Enhance Children's Thinking in Physical Science

Abstract Fifty middle-grade pupils conducted experiments on the effects of gravity, either as members of small groups who were taught skills of self-directed critical thinking (Experimental 1; E-1) or as members of a class taught by their regular teacher (Experimental 2; E-2). Sixteen other children served as controls (C), studying neither the science nor the thinking skills. Experimental 1 and Experimental 2 pupils scored significantly higher on a test of relevant science content than did the control children, but their achievement was not different from each other. When E-1, E-2, and C children were individually given new science problems to solve, E-1 pupils outperformed E-2 pupils and C pupils as predicted. Somewhat unexpectedly, E-2 children performed better on the new problems than did the uninstructed C pupils.

Retention and Transfer of Children's Self-Directed Critical Thinking Skills

ABSTRACT Thirty-eight children from 10 fourth- and fifth-grade classrooms were trained in four “thinking roles” through 12 small-group discussions. The roles were called task definer, strategist, monitor, and challenger. This experiment was designed to determine whether the trained children retained and transferred their “self-directed critical thinking skills” better than 28 control children from the same school district, who were given no practice in small-group discussions or the thinking roles. Experimental children earned superior retention scores on three variables when compared with control children. The variables included use of self-directed thinking skills, amount of information used in solution, and quality of answer. Experimental children also scored better than control children did on two transfer problems. Children were tested individually either immediately after training or 4 or 8 weeks later.

Children’s Critical Thinking: A Model for Its Analysis and Two Examples

AbstractWe proposed a model of “self-directed critical thinking” that comprises two different, interrelated, and equal components, one cognitive and the other motivational. The cognitive component is differentiated into three elements-task definition, strategy formulation, and monitoring the processes of thinking. These elements, in turn, help the thinker to engage in specific actions of inspecting relevant information, organizing, and using it to solve problems. The motivational component of the model stresses the thinker’s spontaneity and independence. The model also recognizes the importance in critical thinking of the child’s present store of general information. We used examples from existing protocols, as well as hypothetical ideal protocols, to illustrate the operation of the model.

Chlldren’s Self-Directed Critical Thinking

AbstractFourth- and fifth-grade children were assigned either to the experimental or control condition on the basis of a critical thinking test score. All 39 children were given a problem to solve in an individual interview setting. Children in the experiment group participated subsequently in eight small-group discussions in which they learned and applied “self-directed critical thinking” skills. After the small group discussions, all the children were again tested individually on a problem comparable to the first. Children in the experimental group were significantly higher than those in the control group when scored for (a) application of the thinking skills, (b) amount of relevant information used to solve the problem, and (c) quality of answer.