Thinking Competence Research Articles

2015 개정 실과 교육과정에 의해 개발된 실과교과서 식생활 단원에 반영된 메이커 역량 분석

This study investigated the degree to which maker competencies can be cultivated by learning the dietary life units of fifth and sixth practical arts textbooks, including areas for improvement in cultivating maker competencies in dietary education. The study analyzed six maker competency groups (integrated thinking, collaboration, making mind, human-centered, problem discovery, and making practice) and their sub-competencies as they appear in these units. The analysis yielded the following results.
 First, in the dietary life units of the practical arts textbook based on the 2015 revised practical arts curriculum, both the integrated thinking competency group and the making practice competency were found in 100% and 54.8% of the 5th-grade textbooks and 54.2% and 61.9% of the 6th-grade textbooks, respectively. The making mind competency group was present in 50% of 5th-grade textbooks and 37.5% of 6th-grade textbooks, while the collaboration competency group appeared in 33.3% of 5th-grade textbooks and 50.0% of 6th-grade textbooks. The problem discovery competency group featured in 50% of the 5th-grade textbooks but was entirely absent in the 6th-grade textbooks. Furthermore, the human-centered competency group was not reflected in either the 5th or 6th grade textbooks.
 Second, the integrated thinking competency group featured prominently in the achievement criteria units focused on theoretical learning, such as [6Practiacl Arts 02-01], [6Practiacl Arts 02-04], and [6Practiacl Arts 02-09]. Furthermore, the making practice and making mind competency groups were predominantly reflected in the achievement criteria units involving food making, such as [6Practiacl Arts 02-02] and [6Practiacl Arts 02-10]. In addition, the sharing and communication capabilities of the collaboration competency group were also reflected across most units.
 In conclusion, the study found that by learning the dietary life units of the practical arts textbook according to the 2015 revised practical arts curriculum, students successfully cultivated five of the six maker competency groups, excluding the human-centered competency group.

An Approach to the Utilization of Design Thinking in Artificial Intelligence Education

As artificial intelligence (AI) continues its rapid and relentless progression, the necessity for a comprehensive AI education has become increasingly evident. While South Korea has initiated various policies related to AI education, recent research has underscored the potential adverse repercussions of current instructional approaches on learners. In response to this pressing concern, the present study delves into integrating design thinking principles into AI education and meticulously assesses its impact on learning outcomes. To achieve this objective, we seamlessly amalgamated design thinking principles with AI problem-solving techniques, developing a tailor-made AI education curriculum explicitly crafted for middle school students. Subsequently, this innovative curriculum was implemented among middle school students, and their Computational Thinking (CT) competence was rigorously evaluated. The findings unequivocally establish that the infusion of design thinking into AI education significantly augmented the CT skills of the participating students. In comparison to the control group, it was discerned that middle school students who underwent AI education integrated with design thinking exhibited a statistically substantial enhancement in their Computational Thinking (CT) proficiencies. This study furnishes compelling empirical evidence that unequivocally endorses design thinking as a potent instructional approach within the domain of AI education, particularly for middle school students. Furthermore, it underscores the necessity of embracing innovative pedagogical methodologies in AI education to equip the younger generation with the indispensable skills to adeptly navigate the perpetually evolving landscape of an AI-driven future.

An Approach to the Utilization of Design Thinking in Artificial Intelligence Education

As artificial intelligence (AI) continues its rapid and relentless progression, the necessity for a comprehensive AI education has become increasingly evident. While South Korea has initiated various policies related to AI education, recent research has underscored the potential adverse repercussions of current instructional approaches on learners. In response to this pressing concern, the present study delves into integrating design thinking principles into AI education and meticulously assesses its impact on learning outcomes. To achieve this objective, we seamlessly amalgamated design thinking principles with AI problem-solving techniques, developing a tailor-made AI education curriculum explicitly crafted for middle school students. Subsequently, this innovative curriculum was implemented among middle school students, and their Computational Thinking (CT) competence was rigorously evaluated. The findings unequivocally establish that the infusion of design thinking into AI education significantly augmented the CT skills of the participating students. In comparison to the control group, it was discerned that middle school students who underwent AI education integrated with design thinking exhibited a statistically substantial enhancement in their Computational Thinking (CT) proficiencies. This study furnishes compelling empirical evidence that unequivocally endorses design thinking as a potent instructional approach within the domain of AI education, particularly for middle school students. Furthermore, it underscores the necessity of embracing innovative pedagogical methodologies in AI education to equip the younger generation with the indispensable skills to adeptly navigate the perpetually evolving landscape of an AI-driven future.

Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula

The main target of this study is to make a comparative analysis between the presence or absence of historical thinking competencies in the official curricula of Gymnasieskola (Sweden) and Bachillerato (Spain). To reach this goal, a mixed instrument was designed, both qualitative and quantitative, to analyze the offical documents. The results show a great presence of “historical consciousness” in the case of Sweden and the use of historical sources and evidences in the case of Spain.

Sharpening Students’ Creative Thinking Skills Based on Spiritual Metaphysics by Using I'tikaf Muslim Method

This study aims to analyze the creative thinking skills of students based on spiritual metaphysics to determine the factors that influence the students' creative thinking skills using the I’tikaf Muslim method. Iktikaf worship means remaining silent and remaining in something. According to Hanafi scholars, iktikaf means staying silent in the mosque, which is usually used for congregational prayers, and according to Shafi'i scholars, iktikaf means remaining silent in the mosque by carrying out certain deeds with the intention of AllahThe research method is applied qualitatively with a case study method. The research sample is students of the Philosophy Science Study Program, totaling 20 students. This research was conducted on odd-semester Philosophy Study Program students in the 2022/2023 academic year. Data collection techniques using questionnaires and interviews with students. Data analysis techniques by reducing data, presenting data, and drawing conclusions. The analysis results were carried out to test the validity of the research data with data triangulation. The results showed a variation in the creative thinking skills of Philosophy students with a low category of 45%, medium 30%, and high 25%. The research conclusion shows that the factors influencing creative thinking skills are intelligence, knowledge, mindset, personality, motivation, and environment. The research implies that it can determine the appropriate Metaphysics learning model to improve the creative thinking competence of Philosophy students.

유아교사의 디지털 리터러시 역량 모형 개발

Objectives This study aims to develop a model of digital literacy competencies for teachers in early childhood.
 Methods To this end, literature review, 3 rounds of delphi surveys were conducted. The research team and an expert advisory committee executed mutual validation at the end of each delphi survey to ensure objectivity and validity.
 Results As a result of this study, a digital literacy competency model for teachers in early childhood was derived, consisting of four main competencies and nine sub-competencies. The main competencies include digital cit-izenship consciousness, digital thinking competency, digital utilization and creation competency, and digital teaching competency. The sub-competencies for digital citizenship consciousness include compliance with digi-tal norms and digital responsibility consciousness, while sub-competencies for digital thinking competency in-clude digital critical thinking and problem-solving abilities. The sub-competencies for digital utilization and crea-tion competency include digital technology utilization and digital creation abilities. Finally, the sub-competencies for digital teaching competency include digital teaching design ability, digital teaching execution ability, and digital teaching reflection ability.
 Conclusions Based on the results of this study, it is expected that an education and training system can be estab-lished to cultivate digital literacy competencies that teachers in early childhood must possess in the educational field of the digital era.

Measuring design thinking competence in Taiwanese nursing students: a cross-cultural instrument adaptation

BackgroundDesign thinking (DT) competence, a creative problem-solving ability, has been investigated extensively among college students in various professional fields within the western cultures. No instrument, however, is available for assessing DT competence in nursing students, particularly, those in non-western cultures.ObjectiveTo adapt and validate the use of Creative Synthesis Inventory (CSI) assessing the four components (i.e., visualization, discovery, prototyping, and evaluation) of DT competence in nursing students in Taiwan.DesignCross-sectional, mixed methodological design combining qualitative and quantitative strategies.ParticipantsA 19-item CSI was administered to a total of 520 nursing students from two campuses of a science and technology university in Taiwan. The data collection was conducted between September 2020 and June 2022.MethodsThe cross-cultural adaptation and validation of CSI-Taiwan was done in two phases: Phase I included content validity check, translation, and cross-cultural adaptation. Phase II involved pilot testing and psychometric evaluation.ResultsA first-order confirmatory factor analysis validated the four-component structure, namely visualization, discovery, prototyping, and evaluation, of an 18-item CSI-Taiwan (model fit indices: χ2/df = 3.953, NNFI = 0.942, CFI = 0.956, TLI = 0.947, SRMR = 0.035, and RMSEA = 0.075). A second-order confirmatory factor analysis further indicated that the four components converged on a unitary construct of DT competence (model fit indices: χ2/df = 4.082, NNFI = 0.935, CFI = 0.949, TLI = 0.940, SRMR = 0.040, and RMSEA = 0.080). Moreover, the CSI-Taiwan also demonstrated satisfactory reliability and validity. Together these results validated the construct of DT competence and its components as theorized.ConclusionsThe CSI-Taiwan was a reliable and valid self-report instrument to be used by Taiwanese nursing students.

Empowering Learners on Mathematic Subject by Problem Based Learning and Metacognitive Strategy to Improve Reflective Thinking Competence

Learning on math in the classroom has a one way teacher center, so the student will be un-active, the process of learning on math that could be done more concentrate on finishing the test that has procedural character only, that caused the student couldn’t finished a math problem that usually applied in the class, didn’t give a chance for the student to develop their competence of thinking, in which, one of them is reflective thinking competence. The fact above be an early thinking for the researcher, while the objective of the research will be focused on knowing the implementation of problem base learning and metacognitive in improving mathematic reflective thinking competence, analysing the lacknes on the implementation of problem based learning and metacognitive in improving mathematic reflective thinking competence, knowing the advantages based learning and metacognitive in improving mathematic reflective thinking. Research approach that used in this research is descriptive qualitative approach, by the setting of the research is SMK1 Pamekasan, with the math teacher and the student as the subject of the research. In data analysis, the researcher used Miles model. The result shown that teaching learning activities became more active, the students have developed thinking skills, enabling them to find the appropriate ways to solve the problems they face. The thinking process involved enables the students to solve mathematical problems and has a connection with their ability to remember and recognize relationships between mathematical concepts, understand cause-and-effect relationships, analogies or differences.
 
 
 

Kiwari: Inquiry Smart Module (Investigation Fiction Case-Based) as an Approach to Integrative Science for Student's Analytical Thinking Competencies in Senior High School

The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).

The effects of self-directed learning ability, critical thinking, and learning commitment from utilizing the Havruta method in women’s health nursing classes

Purpose: The purpose of this study was to construct the education applying the Havruta method for nursing students and to investigate the effects on self-directed learning ability, critical thinking, and learning commitment.Methods: A nonequivalent control group pre-posttest design was used. The participants were 63 nursing students (experimental group, n=31; control group, n=32) at two universities. The experimental group received education applying the Havruta method for five weeks. The study was conducted from September 1 to November 30, 2022. The data were analyzed using IBM SPSS 27.0 for an <i>χ</i><sup>2</sup> test, Fisher’s exact test, independent t-test, and Mann–Whitney U-test.Results: The experimental group had a significant increase in self-directed learning ability (z=-2.13, <i>p</i>=.033). However, there was no significant difference in critical thinking competency (t=0.64, <i>p</i>=.524) and learning commitment (t=0.04, <i>p</i>=.969) between the two groups.Conclusion: The Havruta method is an effective nursing education tool for self-directed learning ability. The result of this study could be a guide for nursing professors in designing and implementing educational programs that apply the Havruta method. In the future, research that applies the Havruta method and evaluates its effectiveness in nursing education programs should be continued.

Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency

BackgroundThere exist shared competencies between computational thinking (CT) and mathematics, and these two domains also mutually benefit from various teaching approaches. However, the linkages between mathematics and computational thinking lack robust empirical support, particularly from student-centered learning perspectives. Our study aimed to enhance our understanding of the connections between students' mathematics learning and computational thinking. To assess students' mathematics learning, we measured their beliefs about mathematics learning and their level of mathematical literacy (ML). Our hypothesis posited that students' beliefs concerning mathematics learning, encompassing their views on the nature of mathematics and their attitude towards the subject, can both directly and indirectly influence their CT, with ML serving as a mediating factor. Our data were gathered through surveys and tests administered to eighth- and ninth-grade students. Data were analyzed using partial least squares–structural equation modeling (PLS–SEM).ResultsThe evaluation of the measurement model indicated strong internal consistency for each construct. Both convergent and discriminant validity were also established. Upon assessing the structural model, it was found that beliefs about the nature of mathematics positively predicted attitudes towards mathematics, and this belief also indirectly predicted ML through positive attitudes towards mathematics. In addition, ML directly and positively predicted both CT subscales. Notably, a comprehensive mediating effect of ML on beliefs about mathematics learning and CT was identified in the analysis.ConclusionsThis study advances the understanding of the relationships between mathematics learning and CT. We have further confirmed the importance of mathematical literacy in predicting CT and its mediating role between beliefs about mathematics learning and CT. It is suggested that teachers could promote students’ CT competence by enhancing their mathematical literacy or integrating mathematics and CT into the same learning activities. Finally, we propose that upcoming investigations treat CT assessments as formative constructs, diverging from their reflective counterparts.

Nursing students’ critical thinking and associated factors in Vietnam: A multicenter cross-sectional study

AimsThis study aimed to evaluate the critical thinking abilities of senior nursing students in Vietnam and determine factors associated with their critical thinking disposition and skills. BackgroundAssessing critical thinking competence is crucial for determining senior nursing students' preparedness for entering the healthcare workforce and can be used to examine current nursing education's ability to cultivate nursing students’ critical thinking. However, little research was found on critical thinking among Vietnamese nursing students. DesignA multicenter cross-sectional research design. MethodsA convenience sample of 533 senior nursing students from six universities in Vietnam participated in this study. All participants completed the online questionnaires, including basic information, a subscale of the Motivated Strategy for Learning Questionnaire (MSLQ), Critical Thinking Disposition Scale (CTDS), and Critical Thinking Self-Assessment Scale (CTSAS). ResultsThe mean score for the CTDS was 42.81 (standard deviation (SD) = 5.29), while the mean score for the CTSAS was 168.29 (SD = 44.43). Results of the multiple linear-regression analysis showed that an increase in self-study hours per day (B = 0.41, p = 0.007), higher self-efficacy in learning and performance (B = 0.26, p < 0.001), and a more-supportive environment (B = 0.97, p < 0.001) were predictors of critical thinking disposition. Moreover, an increase in self-study hours per day (B = 4.09, p = 0.001), higher self-efficacy in learning and performance (B = 2.65, p < 0.001), a more-supportive environment (B = 7.74, p < 0.001), and more experience with research (B = 7.03, p = 0.03) were predictors of critical thinking skills. ConclusionsThis study revealed that senior nursing students in Vietnam possess a moderate level of critical thinking abilities. Those students who dedicate more hours to self-study, demonstrate higher self-efficacy in learning and performance, experience a supportive environment, and engage in more research activities exhibit better critical thinking disposition and skills. The findings highlight the ongoing need to enhance critical thinking disposition and skills of nursing students in Vietnam. It is suggested that nursing faculty members should develop the appropriate strategies to improve nursing students’ critical thinking disposition and skills.

Tecnología educativa para evaluar aprendizaje de toma de decisiones en estudiantes universitarios

This paper describes a study related to the learning of decision-making heuristics such as preference matrix, break-even point and decision tree from the perspective of using a computational tool. With their respective algorithms, a virtual learning environment through a mobile application (app) aimed at Engineering students was developed. To answer the research questions posed in this report, an empirical study was conducted to assess the effectiveness, efficiency and cost in solving decision-making problems with and without the use of the app. The results in this study suggest that the use of the app in learning decision-making skills facilitates the mathematical process for students, and that by using critical thinking competence, they can make assertive and accurate decisions considering different alternatives.

Construction of an index system of core competence assessment for otolaryngology nurse specialists in China: A Delphi study

BackgroundClinical nurse specialists play a vital role in the work quality, patient safety and team development of nurses. However, there is currently no prior study constructing the index of core competence assessment for otolaryngology Nurse Specialists. ObjectivesTo establish an index system for the evaluation of Chinese otolaryngology Nurse Specialists' core competence. DesignA Delphi study. SettingsThe study was mainly conducted in a university-affiliated hospital in China. ParticipantsTwenty-two experts with otolaryngology knowledge and practical experience from different regions and organizations in China. MethodsWe used literature reviews and expert meetings to establish a draft index system . Subsequently, a two-round Delphi survey was utilized to consult opinions from 22 experts about the index for the evaluation of otolaryngology nurse specialists' core competence and provide qualitative comments on their ratings. Consensus was predefined as a mean important score of 4.0 or above and a coefficient of variation is not above 0.25 among the participants. ResultsThe final evaluation indexes of the core competencies for otolaryngology Nurse Specialists included 5 first-level indexes (clinical competence, critical thinking competence, leadership, professional development competence, professionalism), 19 second-level indexes, and 85 third-level indexes. The effective response rates of the two expert consultation rounds were 100 %. The expert authority coefficients were 0.864 and 0.859 in the first and second rounds of consultation, respectively. In the second round of consultation, the first, second and third indexes of Kendall's coefficient of concordance were 0.357, 0.330, and 0.232, respectively (P < 0.001). ConclusionsThe constructed evaluation indexes of the core competencies of otolaryngology Nurse Specialists are scientific, reasonable, comprehensive, and specific and may provide references for the training and evaluation of otolaryngology Nurse Specialists.

Integrating Menominee model for sustainable forestry with Systems Thinking competency through 3D virtual tours

AbstractSustainability competencies enable planners, the public, local communities, academics, and development practitioners to address environmental challenges, better envision the future and devise practical solutions. A key competency in this framework is Systems Thinking, allowing individuals to think comprehensively at different temporal and spatial scales. Among all interested groups, local and Indigenous communities play a significant role in preserving the sustainability of the natural environment and co-producing knowledge based on traditional ecological knowledge. Hence, new approaches are needed to integrate traditional ecological values into competency-based practices to articulate problems and related solutions. This project introduces place-based scenarios rooted in conventional forest management concerning two identified subsets of Bloom’s Taxonomy, Remembering and Understanding, including some competencies necessary for thinking systemically. Overall, 57 participants, including students and staff of the College of Menominee Nation and Menominee community members, in northeast Wisconsin, USA, randomly experienced two visual tools with the same information presented as either: a website with simple 2D images or a 3D virtual tour to investigate which visualization method can help better articulate systems, their components, and behaviors. Participants answered two kinds of questionnaires based on either cognitive mapping or reflection on place-based scenarios. The results show that 3D virtual tour users better demonstrated proficiency in Remembering and Understanding compared to users who experienced the 2D website. Our results thus highlight the potential for 3D virtual experiences to enable sustainability competencies. However, given the observed differences among age and educational groups, future visualization tools and associated research methods should attend to audiences’ competencies, preferences, and comfort, especially among older age groups.

Understanding competency of nursing students in the course of case-based learning in Cambodia: a convergent mixed method study

BackgroundIn the last decade, nursing education has begun to reform to competency-based education worldwide, including in low-and middle-income countries. Case-Based Learning (CBL), an approach to delivering competency-based education, contributes to acquiring critical thinking competency, problem-solving, higher knowledge, professional value and attitude. However, it needs to be taught in a culturally appropriate manner. In Cambodia, CBL was initiated in a classroom and clinical practicum by faculty and preceptors who graduated from the upgrading course. This study examined the factors associated with the competency level of nursing students, explored the practice and perceptions of teaching–learning activities among students, faculty members and preceptors and assessed the coherence of qualitative and quantitative findings.MethodsThis was a convergent, mixed methods study. Data were collected from eight educational institutions for quantitative and qualitative studies and seven hospitals for qualitative studies. From June to September 2019, a cross-sectional survey of nursing students in the third year of the three-year programme (n = 719), eight focus group discussions (FGDs; n = 55) with 6–8 members and 15 FGDs with faculty (n = 38) and clinical preceptors (n = 37) with 4–7 members were conducted to elicit the teaching–learning experience and perceptions. Multiple linear regression was performed to investigate the factors associated with student competency. Moreover, the study conducted thematic content analysis on the qualitative data. The integrated analysis was presented as side-by-side joint displays.ResultsFirst, the quantitative and qualitative findings confirmed each other ’s CBL learning experiences. Students had higher levels of nursing competencies if they had CBL experiences, both in the classroom and clinical practicum, both in a group manner. Next, the quantitative and qualitative findings complemented students’ academic satisfaction with the teaching by faculty members and preceptors. Finally, the quantitative and qualitative findings were expanded to explain students’ academic satisfaction with the programme.ConclusionsThe finding of CBL experiences in a group and students’ satisfaction with faculty members’ and preceptors’ teaching improved nursing students’ competency development. Meanwhile, students’ satisfaction with the design and delivery of the educational programme provides implications for policy level to narrow the theory and practice gaps in low- and middle-income countries.

Elementary students' engagement in transduction and creative and critical thinking

AbstractStudent engagement in the process of transduction concomitantly affords them with opportunities to develop and express their critical and creative thinking competences. Reconfiguring or remaking knowledge or meaning in modes other than those of the original sources of information requires affective, imaginative and cognitive activity by sign‐makers. In this article, I present examples of elementary students' transduction work and discuss their semiotic meaning‐making with reference to the concepts of critical and creative thinking. During the study featured in this article, Grade 4 students engaged in the process of transduction when participating in activities about elements of visual art and design and conventions of the medium comics, when exploring picturebooks and graphic novels and when composing and explaining their own multimodal texts. The students' transmodal meaning‐making showed how, in the context of the research classrooms, the purposefully designed pedagogy and activities both required and nurtured students' critical and creative thinking, which simultaneously provided the students with opportunities to extend their knowledge and deepen their understandings of the concepts and curriculum content under study.

Characteristics, Approaches, and Competency Learning Processes of Students in The 21st Century

The research aims to describe the competencies of 21st-century students which include the characteristics, approach, and sequence of 4C competencies in the learning process. This information is very important to be used as a reference for schools and teachers in designing curricula and learning instruments. The method used in this study is a literature study. The data source comes from Google Scholar in the period 2018 to 2022. Data were analyzed using a qualitative descriptive approach. The results of the study show that: (1) The competency characteristics of 21st-century students include critical thinking, Communication, Collaboration, and Creativity. (2) The competency learning approach for 21st-century students is to integrate ICT with learning content. (3) The sequence of 4C competencies in the learning process with two versions namely: version 1. starting from Communication-Collaboration – Critical Thinking – Creativity for the MA/SMA/SMK education levels, and version 2. starting from Communication - Collaboration - Creativity - Critical Thinking at the MI/SD and MTs/SMP levels. (4) Critical Thinking competence is still low so it needs attention to be improved for teachers and students.

Pengembangan E-Module Berbasis Education for Sustainable Development untuk Melatihkan Kompetensi Berpikir Kritis pada Siswa

This study aims to develop an e-module that is integrated with education for sustainable development to train students' critical thinking competencies on the subject of the human digestive system. The method used in this study is a type of quantitative method. The type of research is development (Research &amp; Development) using the ADDIE research model (Analysis, Design, Development, Implementation, and Evaluation). The subjects used in the study were 45 students from class XI IPA 3 and XI IPA 4 at MA Negeri 2 Sukabumi City. The instruments used were assessments from material, media, and language experts, giving pretest and posttest questions, using attitude scale sheets, and response sheets to determine the effectiveness of the e-module and critical thinking competence in students. Research has results showing that: 1) validation or assessment by material experts shows that this e-module is valid, media and language experts say it is very valid with an average percentage of 82.3% ± 11.1; 2) the effectiveness test of the N-gain calculation states that the e-module is in the medium category with an average N-gain value of 0.52 ± 0.03; 3) the attitude scale sheet states that students have high critical thinking competence, the attitude scale is at a percentage of 77.4% ± 1.88 which is in the very good category; and 4) the response test states that this e-module is very valid to use with a percentage of 83.2% ± 11.6. Judging from the results and discussion, the development of e-module in the ADDIE model can train critical thinking competencies and is suitable for use in the learning process.

Development of critical thinking competence in children of early and preschool age

U radu se prikazuju i analiziraju elementi kompetencije kritičkog mišljenja kod djece rane i predškolske dobi te predlažu odgojno-obrazovne aktivnosti za poticanje njihova razvoja. Polazeći od važnosti razdoblja rane i predškolske dobi s jedne strane te razvoja kompetencije kritičkog mišljenja s druge, u radu se prvo prikazuje kritičko mišljenje iz pedagogijske perspektive kao kompetencija koju je potrebno razvijati. Zatim se izdvajaju oni elementi kompetencije kritičkog mišljenja koji odgovaraju kognitivnim i socio-emocionalnim karakteristikama djece rane i predškolske dobi te, slijedom toga, ističu opće smjernice za oblikovanje odgojno-obrazovnih aktivnosti koje potiču razvoj kompetencije kritičkog mišljenja kod djece te dobi. Naposljetku, predlažu se odgojno-obrazovne aktivnosti za poticanje razvoja kompetencije kritičkog mišljenja kod djece rane i predškolske dobi - igra, priča, rasprava i istraživanje.