Use Of Critical Thinking Research Articles

The formative dimension of self-analyses of teaching activity

The educational environment, in its entirety (ethos, environment, educational offer, teacher-pupil relations, pedagogical actions) is oriented towards meeting formally established quality standards in line with the educational needs of the direct and indirect educational beneficiaries. Ensuring the quality of teaching is a concern of teachers, and they are therefore interested in increasing the degree of professional efficiency and, implicitly, their perception and self-perception. This paper, based on qualitative educational research, presents a comparative analysis of ten case studies, based on specific teaching actions undertaken and self-monitored by primary school teachers in Romania, through the practice of self-analysis of teaching activity. In this paper we aimed to explore the triggers of teachers' higher-quality professional performance generated by the practice of self-analysis of teaching activity. As relevant aspects of teaching effectiveness, perceived by the participants in a focus group, following the practice of self-analysis of the teaching activity, we mention the following formative valences of it: use of critical thinking, knowledge of personal and professional identity, identification of answers to self-reflective questions, teaching self-regulation and awareness of dysfunctions in the educational process.

Trends in the Use of Critical Thinking as Mathematics Learning over the last 20 Years: Analysis Bibliometric

Trends in the Use of Critical Thinking as Mathematics Learning over the last 20 Years: Analysis Bibliometric

The Relationship between Teachers’ Level of Use of Critical Thinking and their Attitudes

The integration of critical thinking within the classroom enhances the educational experience by providing essential support to teachers in executing their responsibilities and fostering an environment where students can acquire knowledge more efficiently. This practice influences both instructional methods employed by teachers and the learning processes of students. In the context of Morocco, the majority of existing research underscores the significance of critical thinking within higher education. However, limited attention has been given to the implementation of critical thinking within Moroccan high schools. A considerable number of high school graduates lack proficient critical thinking abilities. As a result, it is imperative to incorporate critical thinking into education to facilitate the development of students' problem-solving skills and sound decision-making capabilities. This research endeavor seeks to explore whether a statistically noteworthy correlation exists between teachers’ level of use of critical thinking and their attitudes.

Be More Critical About Critical Sociological Thinking

Sociologists agree that teaching critical thinking is a key pedagogical goal, and we seem to think of ourselves as critical thinkers. But what does that mean? I see no clear disciplinary consensus defining critical thinking, nor what it means specifically for sociology. While I think it is an important part of our writing, speaking, and teaching, my own ideas on critical thinking simply do not seem to be included in the general definitional frame sociologists use. Here, I appeal for a more active and progressive use of critical thinking in sociology writing and teaching, and ask that we make a more formidable effort to have audiences master social truths and have ready means to discard false information. Instilling critical thinking in the audiences exposed to our research and teachings is some of our most important work, and I would argue that the current state of social, political, and cultural affairs worldwide shows me we must do more. Simply documenting the problems for our students and readers is insufficient. Sociologists study society and what shaped it in order to quite appropriately point to better ways of living. Fostering critical thought, then, may be the most important societal contribution sociologists can make, and I argue for us to make it the central aim of our work.

Developing Critical Thinking Achievement in Macroeconomics Course Trough ADI Learning Based

Purpose: Macroeconomics is one of the most difficult subjects in semester 2. For this reason, ADI learning combined with critical thinking skills is required. This research aims to develop ADI learning so that students can study Macroeconomics courses more easily. Method: The research method used is research and development (R&D) which lasts for one year with the research subjects being Masters of Economics Education, University of Nusantara PGRI Kediri. This design was chosen because it aims to produce new products or improve existing products, namely the ADI learning model in Macroeconomics learning. The Argument-Driven Inquiry (ADI) model can increase students'' mastery of concepts, the Argument-Driven Inquiry (ADI) learning model is seen as being able to facilitate students to understand macroeconomic concepts well, because learning activities the Argument-Driven Inquiry (ADI) model emphasizes construction and validation of knowledge through research activities. Results and conclusions: Students experience a different learning experience where they have to reinforce references and be ready to accept input from other students. This study found that students with good critical thinking skills could produce good arguments and play an active role in tentative argument sessions and argumentation sessions. Research implications: Through critical thinking, students are expected to be able to decide which one to use in their argument. Students are instructed to review the available information and then make a list of strengths and weaknesses of each decision. Originality/value: The ADI learning process combined with the use of critical thinking can produce a good teaching and learning process.

Redefining liberal arts education in the twenty-first century

Redefining liberal arts education in the twenty-first century

Correlating EFL learners’ critical thinking ability and listening comprehension strategies

Even though there have been numerous studies on the use of critical thinking in language learning, research that specifically explores the relationship between critical thinking skills and listening comprehension techniques is still infrequently performed in the context of learning English in Indonesia. This study aims to reveal the correlation between EFL students' listening comprehension strategies and their critical thinking ability. Fifty Indonesian EFL students of both sexes were chosen as the study's participants to accomplish this. They were all advanced students that were chosen through cluster sampling. The Critical Thinking Questionnaire (CTQ) and the Listening Comprehension Strategies Questionnaire were the two tools used (RCSQ). On the first day, the researcher thoroughly explained the instructions for this survey and gave the participants a CTQ to assess the tactics they had used. LCSQ was delivered to them on the second day. All of the questions had to be answered within the allotted time by the participants. Fortunately, none of the students missed any of the gathered data, which will improve the accuracy of the findings. The study's conclusions showed a strong correlation between advanced EFL students' listening comprehension techniques and their capacity for critical thought. Results may be important because they help students overcome any challenges they may have with particular language abilities by identifying the tactics they use.

An examination of teachers’ beliefs about critical thinking in New Zealand high schools

With new directives from the New Zealand government (2022) to increase the use of critical thinking (CT) within curriculum, this study set out to find out New Zealand high school teachers current beliefs about the teaching and learning of critical thinking (CT), in what ways these beliefs aligned or misaligned with international high school teachers beliefs about CT and if there are any beliefs that are surprising or concerning. The study used a mixed methods designs with an anonymous online Qualtrics questionnaire posted on teachers curriculum webpages that contained both quantitative and qualitative questions. The quantitative results were analysed in Qualtrics. 353 teachers completed the entire survey, with 141 males and 212 females. The results of the quantitative and qualitative Qualtrics questionnaire demonstrated that most teachers agreed critical thinking (CT) should be taught within curriculum; that the biggest barriers to the teaching and learning of critical thinking (CT) were the lack of training in CT and time. The teachers recognised that to achieve the highest grades in the national current assessments in New Zealand students required CT. The teachers held low expectations of students’ abilities to use dialogue online to incorporate CT and believed students were most likely to use CT in whole class discussions, suggesting a teacher-led approach was preferable. The teachers held diverse views of the relevance of the teachers and students cultural background to CT. The implication of this study is that there needs to be much greater emphasis on CT within teacher education programmes and professional development with teachers, with a focus on culturally diverse definitions of CT, addressing teacher beliefs about the importance of cultural backgrounds of both teachers and students, and instruction in student-led discussions to foster CT.

Comparing the influence of critical thinking on the academic performance of two secondary education boards in Pakistan

The practise of critical thinking has superseded more traditional forms of learning, such as rote memorising. It is essential for 21st century students to involve in critical thinking with other skills such as to be creative, to work collaboratively, and to reflect and make decisions effectively. Students under different boards of education in Pakistan perform differently. The purpose of this research was to evaluate the academic performance of students from AKU-EB and the Board of Secondary Education, Karachi, who were able to demonstrate critical thinking skills. One hundred students were chosen at random from four different schools in Karachi, including representation from two AKU Board and two Karachi Secondary School Board institutions. The study utilised a causal-comparative research design, and the skill of critical thinking was the variable that was investigated for which questionnaires and interviews were utilised. Critical thinking skill was further subdivided into sub variables such as problem solving, decision-making, reflective-thinking, reasoning, and inquiry-learning skills, and the effects of these skills on students’ academic performance were investigated. The data were subjected to statistical analysis. The Chi-Square test was applied to examine the validity of five different null hypotheses. It is hoped that this study would contribute to education by illuminating the ways in which various educational boards encourage or discourage the use of critical thinking among their students. Its goal was to contribute to the educational literature of Pakistan.

El e-portafolio como herramienta para el desarrollo del pensamiento crítico y la profesionalización en jóvenes estudiantes de Trabajo Social

The increasingly competitive and globalized digital society requires professional skills related to reflection and rationality. Taking this setting into account, the article analyzes how tech- nology collaborates with the process of professionalization and development of critical thinking in young social work students in Santiago de Chile. For this purpose, a qualitative content analysis of 40 digital portfolios (e-portfolios) is carried out in which the students express their reflections on the teaching-learning processes of a course taught according to the Service-Learning methodology in light of the ”Model of Professional Skills for Social Intervention” (Razeto y Cortez-Monroy, 2014), which accounts for the main domains in training students in this discipline. For this purpose, the meanings, reflections, learning and ideas that emerged as categories associated with the content of the e-portfolios were identified. The findings show that the e-portfolio favors a reflective process that allows conceptual and practical aspects to be integrated, favoring the use of critical thinking associated with work in the different domains studied (intrapersonal, interpersonal, instrumental- technical and ethical). It concludes that technology is a critical factor in the professionalization process, given the need to incorporate methodologies that make sense and bring students closer to the practice of their future profession. In this, teaching practices supported by a culture of techno- logy and innovation play a central role.

The Use of Critical Thinking for Organizational Decisions

This study aims to explore the relationship between decision-making and critical thinking, with a focus on identifying techniques and tools that can improve the quality of decision-making and the critical thinking process. The study employed a descriptive research method to achieve its objectives. Critical thinking is a crucial skill in the workplace, particularly for individuals in management positions, as it enables them to make informed decisions. The ability to think critically and use decision-making processes while making vital judgments is essential for individuals who want to make successful decisions in both their personal and professional lives. The study also highlights several fundamental critical thinking abilities and salient traits shared by both critical and non-critical thinkers. Developing critical thinking abilities is a strategy that demands resolve and dedication as a sign of respect for the profession of today's and tomorrow's executives who have a significant impact on the lives of many people with their decisions. The study recommends the use of critical thinking tools such as the Socratic method, decision-making tree, changing your lens, active listening, and the decision hygiene checklist to enhance critical thinking skills. The study suggests that future research could consider projects in different sectors and countries and involve a diverse range of practitioners at various organizational levels to further enhance the impact of this research. Keywords: Critical thinking, organization, decision-making, logical thinking, reflection, brainstorming

Methods of Critical Thinking in Classes of Philological Disciplines in Higher Education Institutions: Neuroscientific Approach

The relevance of the research in the context of determining an importance of critical thinking lies in the excessive informatization of a modern society. The Internet is becoming a source of a large flow of an information, which is spread through the intensive use of an information and communication technologies in almost all areas of human life. The article highlights features of a digitalization in the modern world, as well as the main methods of critical thinking for an analysis and an evaluation of an information. The research work is based on theoretical and methodological approaches of researchers of critical thinking as a method, in particular in the field of philology. Theoretical and methodological approaches of the research became the basis for determining results of an effective implementation of critical thinking methods in philological classes in higher education institutions in the context of a neuroscientific approach. In order to study the effectiveness of the use of critical thinking in philological specialties some research, descriptive and scientific methods were used. The method of an analysis was also used in the context of distinguishing the concept of a method, critical thinking, specialties of philology and a neuroscientific approach. To determine the main results of the research, a generalization method was used. Results of the research became the basis for a need to think critically in the modern historical space, as digitalization of the society has led to a continuous flow of an information, which causes the infodemia as destabilizing factor in a public life. Also, future professionals in obtaining a qualification must clearly distinguish the true information from an inaccurate, which can be realized in the presence of a critical perception of an information flow.

MECHANISMS OF FORMATION OF INFOMEDIA LITERACY IN STUDENTS OF PEDAGOGICAL SPECIALTIES

The article is focused is on the features of the concept of modern education and the formation of competencies in students of higher education institutions. The specifics of training a future specialist in accordance with the challenges of society are analyzed. The necessity of developing critical thinking and media literacy in general is substantiated. The relevance of the functioning of Ukrainian media literacy projects is outlined. Emphasis is placed on the positive experience of implementation of the selective discipline “Information Media Literacy” for students of pedagogical specialties at Ternopil Volodymyr Hnatiuk National Pedagogical University.
 We highlighted the competencies that are formed in the process of learning the elective course “Infomedia Literacy” for higher education students in the specialties of “Primary Education”, “Psychology”, “Geography”. A detailed description of the lesson on the topic “Verification of online content” is presented. The purpose of the lesson is to carry out a reasoned critical review of multimedia content, verify the authenticity of images, and identify manipulative materials. We substantiated the necessity of the use of critical thinking and analysis of media content on the subject of stereotyping, discrimination, hate speech in the course of the lesson “Hate speech in the media”. Effective pedagogical activities aiming at formation of media immunity of future specialists are illustrated.

CRITICAL THINKING IN TEACHING AND LEARNING SESSION AMONG SECONDARY SCHOOL TAMIL TEACHERS

This study examined about the Critical Thinking in Teaching and Learning session among secondary school Tamil teachers. This research consists of two objectives. First objective is to identify the use of critical thinking in teaching and learning session among Tamil teachers. Second objective is to identify the techniques to implement critical thinking in teaching and learning among Tamil teachers. Researcher have been chosen an urban secondary school at Kuala Langat, Selangor as my research area for this research. Researcher includes five Tamil teachers consists of a senior assistant dan Two form two teachers and Two form four teachers as research's sample. The types of methods used to collect data were mix method such as Quantitative and Qualitative methods. Besides that, Interview, Questionnaire and also Observation analysis methods were used to analysis the data obtained in this research. Researcher have used Bloom’s Theory for better results in this research. By using Interview and Questionnaire instruments, researcher had collected data for the first objective while do observation for the second objective. Most of the teachers used I-Think maps and do Question & Answer (Q&A) session in Tamil teaching and learning session methods to improve critical thinking among the students. As a result, all 5 teachers implement the Critical Thinking in teaching and learning lesson of Tamil. Moreover, their knowledge toward Critical Thinking is very strong and the use various kind of ways to improve Critical Thinking such as Audio, Video, and most important I-Think Map and Q & A Session to voice out.

Exploring Teachers’ Level of Use of Critical Thinking in Moroccan High Schools

Critical thinking is one of many learning skills necessary to prepare learners for post-secondary education and eventually the workplace. Every individual needs critical thinking skills to be successful in finding solutions to problems in everyday life. Examining the issue of critical thinking seems to be very essential not only for EFL learners but also for language teachers and syllabus designers. The main objective of this research is to investigate teachers’ level of use of critical thinking in the classroom. The population for this study is composed of Moroccan English language high school teachers. The population consisted of both males and females. A survey questionnaire was used to gather data. The quantitative data was analysed using descriptive statistics of means and percentages. The results indicated that the level of teachers’ use of critical thinking is (M=2,63). The average to poor results obtained by the participants concerning their level of use of critical thinking may have several distinctive interpretations. Therefore, further research is required to examine the relationship between teachers’ level of use of critical thinking and their attitudes.

Pengembangan Critical Thinking Dalam Peningkatan Mutu Pendidikan di Indonesia

Critical thinking is the ability to think that exists in students. This ability helps students face every problem using scientific thinking. Critical thinking consists of the words "thinking" and "critical." According to the KBBI, thinking is using the mind to consider and decide something, while critical thinking is interpreted as not being easy to believe, always trying to find problems, and sharpness in analyzing. Many expert opinions explain the meaning of critical thinking. However, the notion of critical thinking can be concluded as the ability to think of humans by using a focused and deep understanding to find a definite bright spot. The use of critical thinking can solve problems in life, including problems in education in Indonesia. This is because critical thinking has the characteristics of solving problems with systematic conclusions and correct arguments. Educational problems can be resolved by providing solutions based on the results of critical thinking. If the problem of education is resolved by taking several things into account, the quality of education will slowly improve.

The perception of EFL student teachers on the teaching and use of critical thinking

<p><em>Critical thinking (CT) is crucial for the aspect in English language education, yet little attention has been given to language teacher’s perception an experience regarding CT during the pre-service of their teaching career. The data of the present study were gained from the focus group discussion and interview which covered the participants’ understanding of CT and its use in the teaching and learning process. The study indicates that the participants had limited understanding of CT, they need more support to be able to apply CT properly in their teaching process, and they also faced contextual challenges when integrating CT into their teaching. The study suggests that critical mindset should be cultivated among the student-teachers, so that they can develop proper CT-oriented pedagogies.</em></p>

Narrating the museum to promote empathy and critical thinking in medical science students and doctors through online activities: A pilot research experience

The research experience Narrating the museum to promote empathy and critical thinking in medical science students and doctors through online carried out within the Inclusive Memory project, co-funded by University Roma Tre, aims at promoting empathy and critical thinking skills in medical science students and doctors through heritage education activities. The innovative features of the research experience lie in the use of online activities, combining different learning methodologies: Visual Thinking Strategies, Reflective Questioning, Storytelling, and Object-Based Learning. The paper presents the results of the pilot activity carried out by the Centre for Museum Studies research group, based at the Department of Education – Roma Tre, in collaboration with the Sapienza University of Rome. It also describes the teaching activities, learning and evaluation tools used during the pilot experience, which involved 35 participants. The trial results highlight a statistically significant improvement in the Critical Thinking use of language indicators and an improvement of Sensitivity to the context empathy dimension; participants state that their levels of communication and critical thinking skills improved at the end of the activities and that the exercises foreseen stimulated reflection, observation, and interpretation.

INFLUENCE OF TEACHING EXPERIENCE ON TEACHERS’ LEVEL OF USE OF CRITICAL THINKING

Critical thinking is very important in the area of education, because it is an essential tool for solving problems and making good decisions. Through applying critical thinking in learning, students can become creative in discovering the best method of learning and organizing their work. Therefore, critical thinking is not an educational choice and all learners should be taught to think critically. The primary objective of this paper is to study whether teaching experience played a role in teachers’ level of use of critical thinking. The quantitative method was used. The respondents of the study were Moroccan English high school teachers. A questionnaire was used to collect data from teachers. Both the online version and the paper-based version of the questionnaire were used to gather data from the participants. A total of 423 questionnaire were collected from the respondents. The Statistical Package for Social Sciences (SPSS) version 19 was used to analyze the data. The findings reveal that teaching experience significantly impacts teachers’ level of use of critical thinking. This suggests that there is a connection between teachers’ effectiveness and years of experience.

Critical thinking predicts reductions in Spanish physicians' stress levels and promotes fake news detection

The prevalence of pseudoscientific beliefs and fake news increased during the coronavirus crisis. Misinformation streams such as these potentially pose risks to people's health. Thus, knowing how these pseudoscientific beliefs and fake news impact the community of internists may be useful for improving primary care services. In this research, analyses of stress levels, effectiveness in detecting fake news, use of critical thinking (CP), and attitudes toward pseudosciences in internists during the COVID-19 crisis were performed. A total of 1129 internists participated. Several multiple regression models were applied using the forward stepwise method to determine the weight of CP and physicians' attitudes toward pseudosciences in predicting reductions in stress levels and facilitating the detection of fake news. The use of critical thinking predicted 46.9% of the reduction in stress levels. Similarly, skeptical attitudes and critical thinking predicted 56.1% of the hits on fake news detection tests. The stress levels of physicians during the coronavirus pandemic were clinically significant. The efficacy of fake news detection increases by 30.7% if the individual was a physician. Study outcomes indicate that the use of critical thinking and skeptical attitudes reduce stress levels and allow better detection of fake news. The importance of how to promote critical and skeptical attitudes in the field of medicine is discussed.