Thinking Disposition Of Students Research Articles

An Analysis of Online Bulletin Board Discussions Using Posting Transitions

Online discussion transitions were analysed as a means of furthering the development of critical thinking disposition of students and their attitude toward disaster mitigation. The discussion was organised as an additional learning activity during a fully online course. The participant's posted messages were analysed using a network analysis technique in order to promote discussion and learning performance. The posting chain was represented as an adjacency matrix and posting relationships were analysed. The results suggest that discussant’s activity shows a hierarchical structure, with some participants posting in response to lecturer's instructions. Posting participants were classified into several clusters, and these characteristics were analysed. Though single-posting participants were not active discussants, their characteristics, including their learning performance, could be readily recognised correctly during the analysis.

The Investigation of critical thinking disposition among Chinese primary and middle school students

PurposeCritical thinking has become the essential competency for students in the 21st century. the purpose of this study is to understand the present situation critical thinking disposition among Chinese primary and middle school students. Methodthe study surveys of 18,737 students from the fourth grade of primary school to the twelfth grade of senior high school in 13 provinces in China using a self-designed questionnaire, and interviews 25 primary and middle school students in depth. ResultThe results show that: (a) The average critical thinking disposition score of Chinese primary and middle school students is 7.33 point, indicating room for improvement. (b) The development of the subordinate dimensions of critical thinking disposition of Chinese primary and middle school students is unbalanced, students perform better in open-mindedness and curiosity, but struggle with truth-seeking spirit and independent thinking. (c) In terms of the change of academic stage, the critical thinking disposition of students is generally improving, but the relationship between critical thinking and grade level is not linear, and there is a reverse phenomenon in the dimensions of curiosity and independent thinking. (d) middle school students do not meet the standards and requirements of critical thinking spirit set by the curriculum standards, and they are generally dissatisfied with their critical thinking disposition; (e) Students from cities perform better than those from rural areas in self-examination, open-mindedness, inquisitiveness and evidence-based reasoning.

Characteristics promoted in order to develop student's critical thinking disposition in online discussions during a fully online course

Online discussion boards were organised to develop the critical thinking disposition of students and their attitude toward disaster mitigation during a fully online course. In order to promote participation in the discussions, an incentive was provided to all discussants. Assessment of the effectiveness of the lecturer’s invitation to join the discussion was conducted to extract which participants posted once, and the learning activity and characteristics of these students was evaluated. In the results, the levels of participation in online discussions affected some factor scores for personality and learning performance. Also, the causal relationships of the development of literacy of critical thinking disposition were analysed, and the factor of participation level in online discussions was examined.

Creative Thinking Dispositions of Truth-Seeking Students in Solving Higher-Order Thinking Skills Questions

This study intended to investigate the creative thinking dispositions of students who can perform truth-seeking in solving mathematical problems. Truth-seeking behavior tends to show students' thinking disposition when they need to solve math problems. This behavior is very much needed by students in solving math problems, especially HOTS-type questions. This study is qualitative and employs a phenomenological approach. Three students from the Integrated Islamic Junior High School in Manokwari who sought the truth served as research subjects. Their answers on the answer sheets encouraged the determination of the subjects’ tendencies in truth-seeking and creative thinking. The results of thought-based and task-based interviews were then incorporated into the analysis to determine the creative thinking dispositions of truth-seeking students and the relationship between truth-seeking and creative thinking dispositions. The findings of this study indicate that all research subjects have diverse creative thinking dispositions; the more truth-seeker indicators that are met, the more creative thinking dispositions they possess. When solving mathematical problems, students tend to show how they think by how hard they try to find the truth. This result implies that it needs more research on the level of creative thinking disposition and how to increase students' true search.

Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing

This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.

Analysis of the Level of Conceptual Understanding

The study aimed to analyze the level of chemistry student’s understanding of chemical concepts and critical thinking disposition that learn using problem based learning model. This research is a descriptive research. The subjects of the study were 35 students in the sixth semester of chemistry education program, University of Mataram, Indonesia. The student level of conceptual understanding data was obtained through three levels multiple choice tests, whereas the level of student critical thinking disposition data was collected by CTD questionnaire. The student level of conceptual understanding results showed that 58.57 % of students understood the concept well, 4.99 % understood the concept, 23.46 % were unsure and had misconceptions and 12.98 % had not understood the concept correctly. The analysis of the level of critical thinking disposition indicates that the student critical thinking disposition was categorized as positive. Correlation test indicated a significant correlation between conceptual understandings with critical thinking disposition. In conclusion, the level of conceptual understanding and the critical thinking disposition of students after learning using problem-based learning model were categorized as positive and both have a significant correlation.

The Relationship between Teachers’ Democratic Classroom Management Attitudes and Students’ Critical Thinking Dispositions

This study aimed to investigate the relationship between democratic classroom management attitudes of teachers and critical thinking dispositions of students. The study group consisted of 530 students from public high schools located in Altindag district of the province of Ankara. The data was collected with the use of “Democratic Classroom Management Scale” developed by Demirtas (2004) and “Critical Thinking Dispositions Inventory” developed by Akbiyik (2002) during the spring term of 2013-2014 academic year. The data were analyzed by conducting t test, ANOVA, Pearson correlation and simple linear regression analysis. In the study it was observed that students’ views about teachers’ democratic classroom management attitudes were at moderate level and their critical thinking dispositions were at high level. Furthermore, it was concluded that students’ views regarding teachers’ democratic classroom management attitudes and their critical thinking varied according to different variables. In the study, it was found that there was a low, positive and statistically significant relationship between the democratic classroom management attitudes of teachers and the critical thinking disposition of students. In addition, it was also founded that democratic classroom management attitudes of teachers was a significant predictor of the critical thinking disposition of students.

KEMAMPUAN KOMUNIKASI MATEMATIK SERTAKEMAMPUAN DAN DISPOSISI BERPIKIR KRITIS MATEMATIK

This studyis a post test experimental control group design conducted in 2013by using Problem Based Learning (PBL)to investigate students’ mathematical communication,mathematicalcritical thinking abilityand disposition. The study involves 76 students of grade-11 from a senior high school in Cimahi. The study employs three kinds of instrument namely mathematical communication and mathematical critical thinking tests and mathematical critical thinking scale. The study found that the grade of mathematical communication ability of students taught by PBL was classified as fairly good and it was better than the grade of students taught by conventional teaching that classified as medium. However, there was no different grades of mathematical critical thinking ability and of disposition of students in the both classes. The grades of mathematical critical thinking of students were classified as medium, and the grades of mathematical critical thinking disposition of students were classified as fairly good. The other findings there were not association among mathematical communication,critical thinking abilities and mathematicalcritical thinkingdisposition.

Comparing Critical Thinking Dispositions of Students Enrolled In a College Level Global Seminar Course

In recent years, the discussion concerning critical thinking and problem solving among college graduates and new industry hires has increased dramatically. A plethora of research has discovered that college graduates entering the workforce are lacking in their ability to problem solve and think critically. These attributes have been called some of the most necessary for an individuals’ success in the 21st century. The purpose of this study was to identify the variance in critical thinking disposition of students (undergraduate and graduate) enrolled in an International course (Global Seminar) using the UF-EMI Critical Thinking Disposition Assessment. Students representing the US, Italy, and Austria participated in this study (N=43). Results indicate that the entire population fell within the typical ranges for UF-EMI scores for all three constructs (Engagement, Cognitive Maturity, and Innovativeness) but would be classified as weak overall. There was however a slight difference in mean scores when comparing the US and European students. American students scored higher than the Italian students for all three constructs and higher than the Austrian students for the Engagement and Innovativeness constructs. These results warrant further research to determine how course content, teaching methodologies, and experiential learning opportunities impact college students’ critical thinking dispositions.

Critical thinking dispositions in baccalaureate nursing students

This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.