Thinking Disposition Research Articles

The influence of using instagram on EFL learners’ critical thinking in language institutes

This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

The use of makerspaces for the development of computational thinking skills and dispositions: pedagogical practices facilitators use

ABSTRACT Background and Context Focusing on computational thinking (CT) as the process to integrate computer science across subjects, and making as the activity to engage in this process, is a promising way to introduce students to computing. However, there is little guidance on what practices instructors should employ in maker activities to support CT skill/disposition development. Objective With this study, I aim to answer the question: Within makerspace activities what evidence exists regarding promising practices that support youth development of CT skills and dispositions? Method This case study takes place in a summer makerspace program, in which I examine the interactions of four facilitators with seventeen high school-aged participants through video, audio, screen recordings, participant notebooks, and observer field notes. Findings Findings inform our understanding of practices instructors can utilize in making activities to assist students in advancing their CT skills/dispositions: tinkering, embodiment, walkthroughs, drawing, and debugging. Implications In a making environment where tinkering is promoted, instructors need to provide explicit guidance in the application of CT while tinkering . This guidance can happen through the intentional application of practices that connect making to CT using cognitive apprenticeship, making conceptual knowledge more explicit. What the findings also suggest is that there is no clear-cut delineation between computational thinking, doing, or designing.

Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

IntroductionAssessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students.MethodA total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability.ResultsEFA revealed a two-factor structure, comprising “Critical Openness” and “Reflective Skepticism,” explaining 55% of the total variance. CFA confirmed the model’s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96).ConclusionThe validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students’ propensity towards critical openness and reflective skepticism. The study’s findings underscore the importance of nurturing critical thinking skills in nursing education.

The Effect Of Simulated Patient Education On Critical Thinking Trends In Medical School Students

Introduction &amp;Objective: Critical thinking consists of mental processes such as reasoning, analysis, and evaluation. It is an objective super-thinking way open to self-correction and change. The main component of the current education methods is the acquisition of critical thinking. Simulated patient applications in medical education is an effective method that enables the student to acquire cognitive and psychomotor behaviors with active participation in the learning process. The aim of this study is to determine the change in the critical thinking tendencies of the third-year students of Akdeniz University Faculty of Medicine before and after simulated patient applications. Method: Third-year students of Akdeniz University Faculty of Medicine in the 2018-2019 academic year participated in the study. The students were asked to apply the Critical Thinking Disposition scale forms before the simulated patient applications. In the second stage of the study, the scale was reapplied to the students. The scale consists of 49 items. In our study, the results of the change between the first and the second applications of Critical Thinking Disposition scale were compared with the Paired Sample Test. Results &amp;conclusion: A total of 345 students participated in the study. The mean score obtained from the Critical Thinking Disposition scale of the whole group was 191.63 (SD = 21.07) in the fall term and 193.69 (SD = 23.63) in the spring term. Although there was an increase in mean values of CTHD scale, the difference was not statistically significant (t(344)=-1.09, p = 0.277). The multidimensional nature of critical thinking skills and the need for continuity in order to keep this skill sharp are considered effective on this result. Different applications can be added to the training program to develop this skill.

The Impact of Critical Thinking Disposition on University Students’ English Writing Proficiency

The Impact of Critical Thinking Disposition on University Students’ English Writing Proficiency

간호대학생의 간호정보활용역량과 문제해결능력과의 관계에서 비판적 사고성향의 매개효과

Purpose : This descriptive study explored the relationship between nursing information literacy competency and nursing students' problem-solving ability to identify the mediating effect of critical thinking disposition. Methods : From September 11 to November 30, 2023, a survey was conducted targeting students enrolled in nursing departments at three universities in Jeollabuk-do. Data were analyzed using independent t-tests, one-way ANOVA, and descriptive statistics were performed using the SPSS/WIN 23.0 program. PROCESS macro 3.5 program was used to verify the significance of the indirect effect of the mediator. Results : Nursing information literacy had a significant positive impact on critical thinking disposition (β=.40, p＜.001), and the explanatory power of the model was 29%. Nursing information literacy (β=.28, p＜.001) and critical thinking disposition (β=.52, p＜.001) positively affected problem-solving ability, and the explanatory power was 50%. The total effect size for nursing information literacy and problem-solving ability was 0.49, which was statistically significant. The size of the direct effect of nursing information literacy on problem-solving ability was 0.28, which was statistically significant. The size of the indirect effect of nursing information literacy on problem-solving ability mediated by critical thinking was 0.21, which was statistically significant. Conclusion : There is a need to develop and operate a curriculum to improve nursing students' nursing information literacy and critical thinking disposition to improve the problem-solving ability required in clinical settings.

Reflective and critical thinking as determinants of academic achievement: A study in physical education and sport teacher candidates

This study examined the relationship between reflective thinking and academic achievement in physical education and sports teaching students. The research aimed to investigate to what extent the reflective and critical thinking tendencies of prospective physical education and sports teachers explain academic achievement. Based on John Dewey's vital and reflective thinking approaches, considered among thinking skills, an answer to this question was sought. A traditional and positivist paradigm was adopted as the research model, and a quantitative research approach was used. The study was designed with the relational method, and the relationship between critical and reflective thinking dispositions of physical education and sports teacher candidates and their academic achievement was analysed. The study group consisted of 200 participants studying in the first, second, third and fourth grades of the physical education and sports teaching program. The mean age of the participants was 22.20±2.98; 44.5% exercised regularly, and 49% were licensed athletes. Data collection tools included personal information forms, academic achievement grouping, the Critical Thinking Scale, and the Reflective Thinking Scale. The Critical Thinking Scale was adapted to Turkish using a two-dimensional model. The Reflective Thinking Scale has four sub-dimensions. The Confirmatory Factor Analysis indicated that some items were not suitable due to high error variances and cross-loading. After removing these items based on expert opinions, the remaining items in the reflection and critical reflection dimensions showed very good factor loadings. The reliability coefficients for the scale were satisfactory. Final year students scored higher in critical reflection and reflective thinking than third-grade students. No significant difference was found in critical openness, reflective skepticism, and critical thinking. Male physical education and sports teacher candidates scored higher in reflection, critical reflection, and reflective thinking tendency than their female counterparts. Consequently, the findings show that reflective thinking can potentially increase academic achievement in prospective physical education and sports teachers. These findings emphasize that developing thinking skills should be a priority in education programs.

Analysis of Students' Critical Thinking Disposition in Science Learning

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.

Are holistic thinkers intellectually humbler? A first test

Intellectual humility (IH) is the tendency to consider that one's beliefs might be fallible. In a pre-registered preliminary study with an undergraduate sample (n = 350), we adapted IH measures to Turkish and in line with past research, we replicated IH's positive correlation with Openness to Experience and negative correlation with Closed-Mindedness. However, IH was not related to Discomfort with Ambiguity. Moreover, consistent with recent theoretical discussions of an overlap between IH and certain aspects of East Asian worldviews, we found that holistic thinking tendency positively predicted IH scores, beyond social desirability and effortful thinking. Our confirmatory study (n = 693) revealed that higher levels of middle way approach and perception of change components of holistic thinking were associated with greater intellectual humility beyond demographics and other substantive predictors of IH. While the effects were small in magnitude and their generalizability awaits further testing, these associations are sensible and motivate continued exploration of the relationship between IH and holistic thinking.

Open-Ended Question Solving Ability Based on Mathematical Creative Thinking Disposition

The purpose of this study is to determine the level of mathematical thinking and find out the problem solving skills on open questions based on the differences in mathematical creative thinking dispositions. This study used descriptive qualitative analysis to obtain a clear insight of the facts and phenomena studied. The students of class XI IPA MAN 1 Cirebon as subjects of the study.The researcher found that problem solving skill divided three level: 9% of students have a high level of mathematical problem solving skill, 82% of students have middle level of mathematical problem solving skill, and 9% of students have a low level of mathematical problem solving skill. Students with high level of mathematical creative thinking disposition understood the problem well, makes and carrying a settlement plan, and re-examining the process and results. A middle level of mathematical creative thinking understood the problem well, but mostly they are less able to make and implement a complete plan, and do not fully examining the process and results. Students with the low disposition level of mathematical creative thinking, mostly they understood the problem. Whereas they cannot make and carred out the plan correctly, and they do not re-examining the process and results.

Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?

AbstractBackgroundAlthough problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face‐to‐face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.ObjectivesThis study aimed to investigate and compare the effectiveness of online and face‐to‐face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.MethodPretest‐posttest control group quasi‐experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face‐to‐face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face‐to‐face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor‐led reading activities. Watson‐Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired‐samples t‐test and ANCOVA with pretest scores as the covariate variable.Results and ConclusionsIt was found that problem based learning, either online or face‐to‐face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face‐to‐face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.ImplicationsThis study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face‐to‐face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in‐depth examination of the advantages and disadvantages of online and face‐to‐face problem based learning.

Assessing Undergraduates’ Critical Thinking Disposition: A Top University in China as a Case Study

The study focused on assessing critical thinking (CT) dispositions among Chinese undergraduate students using the CCTDI-CV. Results showed neutral CT dispositions among students at a top university in China, with factors like gender, grade level, extracurricular activities, Research Program participation, time spent on activities, and mentor supervision influencing CT disposition. Interviews with faculty, students, and administration officials helped identify these factors' impact on students' CT disposition. Recommendations included emphasizing CT development, incorporating active teaching methods, integrating active learning in education, and ensuring systematic support for CT cultivation. The study aimed to enhance students' CT abilities through targeted strategies tailored to the university context.

Pressure Ulcer Management Virtual Reality Simulation (PU-VRSim) for Novice Nurses: Mixed Methods Study.

Pressure ulcers (PUs) are a common and serious complication in patients who are immobile in health care settings. Nurses play a fundamental role in the prevention of PUs; however, novice nurses lack experience in clinical situations. Virtual reality (VR) is highly conducive to clinical- and procedure-focused training because it facilitates simulations. We aimed to explore the feasibility of a novel PU management VR simulation (PU-VRSim) program using a head-mounted display for novice nurses and to investigate how different types of learning materials (ie, VR or a video-based lecture) impact learning outcomes and experiences. PU-VRSim was created in the Unity 3D platform. This mixed methods pilot quasi-experimental study included 35 novice nurses categorized into the experimental (n=18) and control (n=17) groups. The PU-VRSim program was applied using VR in the experimental group, whereas the control group received a video-based lecture. The PU knowledge test, critical thinking disposition measurement tool, and Korean version of the General Self-Efficacy Scale were assessed before and after the intervention in both groups. After the intervention, the experimental group was further assessed using the Clinical Judgment Rubric and interviewed to evaluate their experience with PU-VRSim. The results compared before and after the intervention showed significant improvements in PU knowledge in both the experimental group (P=.001) and control group (P=.005). There were no significant differences in self-efficacy and critical thinking in either group. The experimental group scored a mean of 3.23 (SD 0.44) points (accomplished) on clinical judgment, assessed using a 4-point scale. The experimental group interviews revealed that the VR simulation was realistic and helpful for learning about PU management. The results revealed that PU-VRSim could improve novice nurses' learning of PU management in realistic environments. Further studies using VR for clinical training are recommended for novice nurses.

Can internship programs affect nursing students’ critical thinking disposition, caring behaviors, and professional commitment?

BackgroundNursing students are given opportunities to develop critical thinking disposition, caring behaviors, and professional commitment through clinical training. Therefore, nurse educators should move away from traditional methods toward new ones, such as internship programs in clinical training. This study assessed the effect of nursing internship programs on senior undergraduate nursing students’ critical thinking disposition, caring behaviors, and professional commitment.MethodsThis quasi-experimental study was conducted using a pretest-posttest design but with no control group. The study sample included 46 senior students enrolled in nursing internship programs. A demographic questionnaire, the Critical Thinking Disposition Inventory (CTDI), the Caring Assessment Report Evaluation (Care-Q), and the Nursing Professional Commitment Scale (NPCS) were used to collect data before and five months after the nursing internship programs were implemented.ResultsThe study findings revealed that the senior nursing students’ caring behaviors improved, but the total scores of critical thinking disposition and professional commitment did not change significantly after the nursing internship programs (p > 0.05).ConclusionAccording to the results, nurse educators are recommended to adopt strategies to improve the effectiveness of internship programs on critical thinking disposition and professional commitment among senior undergraduate nursing students.

Exploring the relationship between social studies teachers’ gamification self-efficacy and innovative thinking tendencies with moderated mediation model

ABSTRACT The current study investigated the mediating role of social studies teachers’ attitudes toward gamification (ATG) between gamification self-efficacy (GSE) and innovative thinking tendencies (ITT) and the moderating role of gender between GSE and ITT. Using moderated mediation analyses, the study was conducted with 385 Turkish social studies teachers (female: 56%). The findings showed that the mediating role of ATG between GSE and ITT, and gender increased the interaction power between the two variables. The interaction power was found to be higher for female teachers compared to male teachers. The results of the study were discussed with the related literature and provided a basis for experimental studies in terms of social studies teachers’ self-efficacy and attitudes towards gamification in education to improve their innovative thinking skills.

간호대학생의 비판적 사고성향과 임상실습스트레스의 관계에서 의사소통능력의 매개효과

Objectives This study aimed to identify the mediating effect of communication competence in the relationship between critical thinking disposition and clinical practice stress in nursing students. Methods The participants were 181 nursing students with clinical practice experience. Data were collected from July, 7 to July, 30, 2023 using self-reported online survey. Data were analyzed using descriptive statistics, t-test, Pearson’s correlation coefficient, and multiple regression following the Baron and Kenny method and Sobel test for mediation. Results There are significant relationships between clinical practice stress and critical thinking disposition (r=-.33, p&lt;.001), clinical practice stress and communication competence(r=-.36, p&lt;.001), and between critical thinking disposition and communication competence(r=.67, p&lt;.001). Communication competence(β=-.24, p=.031) had a complete medicating effect in the relationship between critical thinking disposition and clinical practice stress(Z=-2.47, p=.014). Conclusions In order to reduce clinical practice stress among nursing students, It is required to develop tailored nursing education programs focusing on enhancing communication competence and improving critical thinking disposition.

과학영재의 기술적 사고성향 특성 연구 : 일반학생과의 비교분석을 중심으로

과학영재의 기술적 사고성향 특성 연구 : 일반학생과의 비교분석을 중심으로

Examining the Relationship between High School Students' Perception of School Climate and their Critical Thinking Disposition

Critical thinking skills is thought that it is important to structure the elements in the school climate in a way that will support students' participation in the process, find the opportunity to think and criticize in acquiring critical thinking skills. Based on this reason, this study aimed to determine whether there is a relationship between high school students' perception of school climate and critical thinking disposition. Relational scanning model, was used in the research. The sample of the study was determined by stratified sampling method. “Delaware School Climate Student Scale” and “UF/EMI Critical Thinking Tendency Scale” were used as data collection tools in the research. The data obtained in the study were analyzed with t-test, ANOVA and Pearson correlation coefficients. According to the results of the research, a significant and positive relationship was found between the perception of school climate and the tendency to critical thinking.

Promoting multiple-text comprehension through thinking dispositions: a randomized controlled trial

ABSTRACT The present study tested the efficacy of an intervention on thinking dispositions on multiple-text comprehension performance. The participants in the study were 75 undergraduate students. First, participants completed pretest assessment tests (prior beliefs and knowledge, thinkinPromoting multiple-text comprehension through thinking dispositions: a randomized controlled trialg dispositions). Second, the participants were randomly assigned to the experimental (n = 36) or control condition (n = 35). In each condition they were asked to read instructional material about critical thinking when reading from multiple texts. The experimental group students were specifically instructed on the definition and functioning of thinking dispositions. Third, participants read two texts about the controversial topic of red meat consumption, answered to a comprehension test, and wrote an argumentative essay (coded by length and argumentative quality). Overall, the thinking disposition intervention was effective in promoting a higher engagement with the task and a higher level of argumentative quality.

Teaching diagnostic radiology to radiology majors: Implementation and evaluation of a flipped classroom model

Purpose Radiology instruction focuses on cultivating medical students’ diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students’ experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time. Methods Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed. Results The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb’s learning style. Conclusions Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students’ academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students’ assimilation and convergence of learning styles, and cultivates positive critical thinking.