critical dialogue skills: Topics by WorldWideScience.org

Sample records for critical dialogue skills

Adversarial Advantage Actor-Critic Model for Task-Completion Dialogue Policy Learning

OpenAIRE

Peng, Baolin; Li, Xiujun; Gao, Jianfeng; Liu, Jingjing; Chen, Yun-Nung; Wong, Kam-Fai

2017-01-01

This paper presents a new method --- adversarial advantage actor-critic (Adversarial A2C), which significantly improves the efficiency of dialogue policy learning in task-completion dialogue systems. Inspired by generative adversarial networks (GAN), we train a discriminator to differentiate responses/actions generated by dialogue agents from responses/actions by experts. Then, we incorporate the discriminator as another critic into the advantage actor-critic (A2C) framework, to encourage the...
‘YOUTH AMPLIFIED’: USING CRITICAL PEDAGOGY TO STIMULATE LEARNING THROUGH DIALOGUE AT A YOUTH RADIO SHOW

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Adam Cooper

2016-08-01

Full Text Available In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used ‘race’ as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation.
The effectiveness of communication skills and effective dialogue on ...

African Journals Online (AJOL)

The purpose of this study is analyzing the effectiveness of communication skills and effective dialogue on marital satisfaction and commitment of young couples. The research plan was the trueexperiment pre-test, post-test experimental and control groups. The statistical population was consisted of all couples (married less ...
TECHNIQUES AND FACTORS CONTRIBUTING TO DEVELOPING CRITICAL THINKING SKILLS

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Irina Vladimirovna Glukhova

2015-01-01

Full Text Available The paper deals with the issue of working out and introduction in educational process of higher educational institutions of the innovative technology for developing skills of critical thinking skills of the future specialists. Research is aimed at revealing of the factors promoting formation of students’ critical thinking in high schools; the search of strategy and the receptions actualizing creative abilities of students and helping to formation of an active, independent person. The author gives the reasoned proving that it’s necessary to set up the creative educational environment and adjustment of positive dialogue between the teacher and the trainee for education of such person, development of abilities of an objective reflection, interpretation of the phenomena, formulations of adequate conclusions, well-founded evaluating. Methods. The methods involve the analysis of the philosophical, psychology-pedagogical, methodical literature and the scientific periodical publications; generalisation of the Russian and foreign background, classification and arrangement of the considered issues, supervision. Results. Current approaches to the rendering of critical thinking and a problem of its formation in the scientific literature are considered; the concept «the creative educational environment» is specified; the ways of increasing the educational process efficiency are shown. Scientific novelty. The complex of procedures and the conditions promoting effective development of critical thinking skills is theoretically proved on the basis of the analysis of various information sources. Practical significance. The research outcomes and the recommended methods of critical thinking skills formation can be useful for the professors and lecturers of higher education institutions to optimize subject matter selection, techniques and methods of education under the conditions of dynamically updated educational process.
Dialogue as skill: training a health professions workforce that can talk about race and racism.

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Murray-García, Jann L; Harrell, Steven; García, Jorge A; Gizzi, Elio; Simms-Mackey, Pamela

2014-09-01

Efforts in the field of multicultural education for the health professions have focused on increasing trainees' knowledge base and awareness of other cultures, and on teaching technical communication skills in cross-cultural encounters. Yet to be adequately addressed in training are profound issues of racial bias and the often awkward challenge of cross-racial dialogue, both of which likely play some part in well-documented racial disparities in health care encounters. We seek to establish the need for the skill of dialoguing explicitly with patients, colleagues, and others about race and racism and its implications for patient well-being, for clinical practice, and for the ongoing personal and professional development of health care professionals. We present evidence establishing the need to go beyond training in interview skills that efficiently "extract" relevant cultural and clinical information from patients. This evidence includes concepts from social psychology that include implicit bias, explicit bias, and aversive racism. Aiming to connect the dots of diverse literatures, we believe health professions educators and institutional leaders can play a pivotal role in reducing racial disparities in health care encounters by actively promoting, nurturing, and participating in this dialogue, modeling its value as an indispensable skill and institutional priority.
Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning

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Andrew Ravenscroft

2011-03-01

Full Text Available Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social Web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2005 implies in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing
Conducting Intelligent Business Dialogue.

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Hulbert, Jack E.

1980-01-01

Indicates that speaking skills (especially dialogue) are not adequately taught in management education. Describes effective dialogue as: defining the problem, gathering facts, interpreting the evidence, considering alternatives, and reaching decisions. Discusses various aspects of agreement and disagreement. (TJ)
Revaluing the reading process of adult ESL/EFL learners through critical dialogues

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Koomi Kim

2011-06-01

Full Text Available The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.
Critical Learning Skills for Business Students

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Jance, Marsha; Morgan, Anita

2013-01-01

A survey addressing critical skills for business students was developed and disseminated. Sixteen critical skills (such as critical thinking and time management) were identified as skills that need to be acquired in order for business students to be successful in their advanced courses and careers. The survey was disseminated and taken by several…
Comparing Face-To-Face and Asynchronous Online Communication as Mechanisms for Critical Reflective Dialogue

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Salter, Susan; Douglas, Tracy; Kember, David

2017-01-01

Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article…
TEACHING DIALOGUES IN THE PROCESS OF PROFESSIONALLY ORIENTED AND FOREIGN LANGUAGE EDUCATION

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Zvyagintseva Elena Petrovna

2013-05-01

Full Text Available The article is devoted to the problems in acquisition of speaking skills among students in such a subject as Foreign Language basing on the technologies used at the university of economics. Relying on theoretical knowledge the authors describe different forms of teaching dialogues (e.g. role plays, discussions, brainstorming, case-study, situational tasks, conferences, etc.. Basing on empirical research the authors prove that using these teaching technologies helps student to reach significant progress in learning foreign languages. The research results are being introduced in the teaching methods of English language at Finance University under the Government of the Russian Federation (Moscow. They may also be used in teaching other foreign languages demanded among financiers and economists to be. As a result utilization of these methods in teaching dialogues can help to prepare the competitive specialists for Russian industries, to develop cooperation and collaboration among students, to motivate them for foreign language studying, to create the skills of critical thinking and social behaviour.
Exploring the conditions of transformative dialogue

DEFF Research Database (Denmark)

Matthiesen, Noomi Christine Linde

Over the past 40 years, the importance of dialogue as a medium of transformation, has been increasingly stressed. Since the so called “language turn” as described by Richard Rorty, the importance of communication in human being, human relating, and human action has been stressed. In a world...... diversity. By drawing on examples of an intervention program designed to enhance multicultural understanding and skills of teachers in Danish primary schools, this article investigates the conditions necessary for dialogue and questions the assumption that dialogue in and of itself in essence...
[Critical thinking skills in the nursing diagnosis process].

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Bittencourt, Greicy Kelly Gouveia Dias; Crossetti, Maria da Graça Oliveira

2013-04-01

The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six participants reported that analysis, scientific and technical knowledge and logical reasoning skills are important in identifying priority nursing diagnoses; clinical experience was cited by five participants, knowledge about the patient and application of standards were mentioned by three participants; Furthermore, discernment and contextual perspective were skills noted by two participants. Based on these results, the use of critical thinking skills related to the steps of the nursing diagnosis process was observed. Therefore, that the application of this process may constitute a strategy that enables the development of critical thinking skills.
Assessment of the critical thinking skills of student radiographers

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Castle, Alan [University of Portsmouth, Centre for Radiography Education, St George' s Building, Portsmouth PO1 2HY (United Kingdom)]. E-mail: alan.castle@port.ac.uk

2006-05-15

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills.
Assessment of the critical thinking skills of student radiographers

International Nuclear Information System (INIS)

Castle, Alan

2006-01-01

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills
Developing Critical Thinking Skills for Information Seeking Success

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Wallace, Elise D.; Jefferson, Renee N.

2013-01-01

Critical thinking skills are required to successfully navigate the overwhelming amount of information sources available today. To address the challenge of developing critical thinking skills, this empirical study examines the effectiveness of exercises in developing thinking skills in college freshmen students. The workbook exercises were designed…
Enhancing Critical Thinking Skills among Authoritarian Students

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Henderson Hurley, Martha; Hurley, David

2013-01-01

This article focuses on assignments designed to enhance critical thinking skills for authoritarian personality types. This paper seeks to add to the literature by exploring instructional methods to overcome authoritarian traits that could inhibit the development of critical thinking skills. The article presents a strategy which can be employed…
Dialogue, a critical space

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María Pura Moreno Moreno

2016-05-01

The dialectic method explores two approaches enriched thanks to otherness, to what the other person says. The dialogue, without apparent end, represents a way of invitation to understanding where the movement of ideas along the time favors the appropriate open space to generate a theory that relativizes the polyphonic speeches.The critique always arises from a question in the search of the objective thing, and therefore besides being based on solid arguments, must be dialectic. Any trial, in this framework of doubt, it is susceptible to conflicting interpretations; therefore the formulation of a question demanding -thesis - waiting for a reply - antithesis - is an appropriate procedure able to test any kind of truth.
Student’s critical thinking skills in authentic problem based learning

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Yuliati, L.; Fauziah, R.; Hidayat, A.

2018-05-01

This study aims to determine students’ critical thinking skills in authentic problem based learning, especially on geometric optics. The study was conducted at the vocational school. The study used a quantitative descriptive method with the open question to measure critical thinking skills. The indicators of critical thinking skills measured in this study are: formulating problems, providing simple answers, applying formulas and procedures, analyzing information, making conclusions, and synthesizing ideas. The results showed that there was a positive change in students’ critical thinking skills with the average value of N-Gain test is 0.59 and effect size test is 3.73. The critical thinking skills of students need to be trained more intensively using authentic problems in daily life.
Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue.

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Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

Measurement and comparison of nursing faculty members' critical thinking skills.

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Blondy, Laurie C

2011-03-01

Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.
Monologue to Dialogue: Education in the 21st Century

NARCIS (Netherlands)

dr. Frans Meijers

2013-01-01

This paper argues that there is a need for a dialogical learning space because soft skills are becoming increasingly important in an ever more unstable labour market. Where once a monological form of education worked to prepare youth for the future, now a dialogue is required. This dialogue, by
Critical Thinking Skills of United States Dental Hygiene Students

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Notgarnie, Howard M.

2011-01-01

The complexity of decision-making in dental hygienists' practice requires critical thinking skills. Interest in raising educational standards for entry into the dental hygiene profession is a response to the demand for enhanced professional skills, including critical thinking skills. No studies found in the course of literature review compared…
Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

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Alexander, William A.

In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of
Association between age, critical skills and work perspectives

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S Krüger

2014-01-01

Full Text Available The main aim of this study is to report on the associations between age, critical skills and work perspectives (job satisfaction, career/organizational commitment and job characteristics as perceived by resort employees. It highlights that age and critical skills play an important role towards work perspectives. A descriptive research design approach was followed. Three hundred and eighteen fully completed questionnaires were included in the statistical analysis, which included exploratory factor analysis, Spearman's rho and a structural equation model. Resort employees of different ages do not experience job characteristics differently. Older employees are often more experienced in the work environment, which contributes to an increase in job satisfaction, while younger employees who start building a career in the hospitality sector experience less job satisfaction. Older employees are more committed to their careers than younger employees. Critical skills have no influence on participants' perception of job characteristics. However, resort employees who have a variety of critical skills experience an increase in job satisfaction.
Problem Solving and Critical Thinking Skills of Undergraduate Nursing Students

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Yalçın KANBAY

2013-12-01

Full Text Available Due to the fact that critical thinking and problem solving skills are essential components of educational and social lives of individuals, this present study which investigate critical thinking and problem solving skills of undergraduate students of nursing was planned. This is a descriptive study. The study population consisted of undergraduate nursing students of a university during the 2011-2012 academic year. Any specific sampling method was not determined and only the voluntary students was enrolled in the study . Several participants were excluded due to incomplete questionnaires, and eventually a total of 231 nursing students were included in the final sampling. Socio Demographic Features Data Form and the California Critical Thinking Disposition Scale and Problem Solving Inventory were used for data collection. The mean age of 231 subjects (148 girls, 83 boys was 21.34. The mean score of critical thinking was 255.71 for the first-grade, 255.57 for the second-grade, 264.73 for the third-grade, and 256.468 for the forth-grade students. The mean score of critical thinking was determined as 257.41 for the sample, which can be considered as an average value. Although there are mean score differences of critical thinking between the classes , they were not statistically significant (p> 0.05. With regard to the mean score of problem solving, the first-grade students had 92.86, the second-grade students had 94. 29, the third-grade students had 87.00, and the forth-grade students had 92.87. The mean score of problem solving was determined as 92.450 for the sample. Although there are differences between the classes in terms of mean scores of problem solving, it was not found statistically significant (p> 0.05. In this study, statistically significant correlation could not be identified between age and critical thinking skills of the subjects (p>0.05. However, a negative correlation was identified at low levels between critical thinking skills and
A cross-sectional study examining factors related to critical thinking in nursing.

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Lang, Gary Morris; Beach, Nick Lee; Patrician, Patricia A; Martin, Cheryl

2013-01-01

The purpose of this study was to examine critical thinking skills among registered nurses who work in a military hospital. Sixty-five nurses were administered the Health Sciences Reasoning Test to obtain scores in inductive reasoning, deductive reasoning, interpretation, analysis, and evaluation skills. Results showed no significant association between critical thinking skills and years of experience; however, differences were identified among racial/ethnic groups. It is hoped that findings from this study create a platform for dialogue among staff development nurses who are best situated to develop strategies that address these issues.
Empowering Critical Thinking Skills with Computerized Patient Simulators

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Farrar, Francisca Cisneros; Suggs, Leslie

2010-01-01

Students struggle with the mastery of critical thinking skills which are essential to their academic success. University faculty are challenged to create teaching strategies to help students build critical thinking skills. Nursing faculty at Austin Peay State University in Clarksville, Tennessee looked to research and technology for ways to…
The role of student’s critical asking question in developing student’s critical thinking skills

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Santoso, T.; Yuanita, L.; Erman, E.

2018-01-01

Questioning means thinking, and thinking is manifested in the form of questions. Research that studies the relationship between questioning and students’ critical thinking skills is little, if any. The aim of this study is to examine how student’s questions skill correlates to student’s critical thinking skills in learning of chemistry. The research design used was one group pretest-posttest design. The participants involved were 94 students, all of whom attended their last semesters, Chemistry Education of Tadulako University. A pre-test was administered to check participants’ ability to ask critical questions and critical thinking skills in learning chemistry. Then, the students were taught by using questioning technique. After accomplishing the lesson, a post-test was given to evaluate their progress. Obtained data were analyzed by using Pair-Samples T.Test and correlation methods. The result shows that the level of the questions plays an important role in critical thinking skills is the question levels of predictive, analysis, evaluation and inference.
A dialogue between naturopathy and critical medical anthropology: what constitutes holistic health?

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Baer, Hans A; Beale, Cheryl; Canaway, Rachel; Connolly, Greg

2012-06-01

Building on a dialogue between three trained naturopaths and a proponent of critical medical anthropology (CMA), this article highlights the relationship between health and society from the viewpoint of two fields that share this focal concern. Both naturopathy and CMA are committed to the notion of holistic health, although their approaches have historically been somewhat different. The responses of the three naturopaths to CMA exhibit both similarities and differences, particularly in terms of insights that CMA may make to naturopathy. This essay also articulates the CMA perspective of naturopathy and posits lessons that naturopathy can teach CMA.
The Critical Care Communication project: improving fellows' communication skills.

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Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.
The Development of Students' Writing Skills by Teaching Critical Thinking

OpenAIRE

久保田, 祐歌

2011-01-01

The purpose of this paper is to present some approaches to teaching critical thinking to college students for developing their Japanese academic writing skills. By examining the literature of critical thinking and writing, this paper shows the following. (1)How philosophy faculty can teach critical thinking skills to their own students the way they can improve their skills necessary for writing argumentative essays. (2)By what class and curriculum students' academic writing skills can be fost...
Critical thinking skills of undergraduate nursing students: description and demographic predictors.

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Hunter, Sharyn; Pitt, Victoria; Croce, Nic; Roche, Jan

2014-05-01

This study investigated the critical thinking skills among undergraduate nursing students in Australia to obtain a profile and determine demographic predictors of critical thinking. There is universal agreement that being a critical thinker is an outcome requirement for many accreditation and registering nursing bodies. Most studies provide descriptive statistical information about critical thinking skills while some have studied the changes in critical thinking after an intervention. Limited research about factors that predict critical thinking skills is available. A cross-sectional descriptive study was conducted using convenience sampling. Two hundred and sixty-nine students were recruited across three years of an undergraduate programme in 2009. Most students' age ranged from under 20 to 34 years (58%), 87% were female, 91% were Australian and 23% of first and second year students had nursing associated experience external to the university. Data about critical thinking skills were collected via the Health Science Reasoning Test (HSRT). Linear regression analysis investigated the predictors of nursing students' critical thinking skills. The students in third year had a profile of critical thinking skills comparable with HSRT norms. Year of study predicted higher critical thinking scores for all domains (p<0.001) except the subscale, analysis. Nationality predicted higher scores for total CT skill scores (p<0.001) and subscales, inductive (p=0.001) and deductive reasoning (p=0.001). Nursing associated experience predicted higher scores for the subscale, analysis (p<0.001). Age and gender were not predictive. However, these demographic predictors only accounted for a small variance obtained for the domains of CT skills. An understanding of factors that predict nursing students' CT skills is required. Despite this study finding a number of significant predictors of nursing students' CT skills, there are others yet to be understood. Future research is recommended
Examining Critical Thinking Skills in Family Medicine Residents.

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Ross, David; Schipper, Shirley; Westbury, Chris; Linh Banh, Hoan; Loeffler, Kim; Allan, G Michael; Ross, Shelley

2016-02-01

Our objective was to determine the relationship between critical thinking skills and objective measures of academic success in a family medicine residency program. This prospective observational cohort study was set in a large Canadian family medicine residency program. Intervention was the California Critical Thinking Skills Test (CCTST), administered at three points in residency: upon entry, at mid-point, and at graduation. Results from the CCTST, Canadian Residency Matching Service file, and interview scores were compared to other measures of academic performance (Medical Colleges Admission Test [MCAT] and College of Family Physicians of Canada [CCFP] certification examination results). For participants (n=60), significant positive correlations were found between critical thinking skills and performance on tests of knowledge. For the MCAT, CCTST scores correlated positively with full scores (n=24, r=0.57) as well as with each section score (verbal reasoning: r=0.59; physical sciences: r=0.64; biological sciences: r=0.54). For CCFP examination, CCTST correlated reliably with both sections (n=49, orals: r=0.34; short answer: r=0.47). Additionally, CCTST was a better predictor of performance on the CCFP exam than was the interview score at selection into the residency program (Fisher's r-to-z test, z=2.25). Success on a critical thinking skills exam was found to predict success on family medicine certification examinations. Given that critical thinking skills appear to be stable throughout residency training, including an assessment of critical thinking in the selection process may help identify applicants more likely to be successful on final certification exam.
Analytical and critical thinking skills in public relations

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Dalibor Jakus

2014-12-01

Full Text Available This article presents more or less independent reasons why analytical and critical thinking skills should be essential part of public relations. Generally, it is considered that the analytical and critical thinking skills are part of public relations, as well as creative thinking, but they should be considered separately and given the codes of ethics of the profession used as initial criteria. For the purpose of the study, in this article is presented the result of the survey in which determine importance of using analytical and critical thinking skills in the implementation of PR projects. The second aim in the survey was to identify the target audience and how they react to the placed information.
Developing Critical Thinking Skills of Students in Mathematics Learning

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Firdaus Firdaus

2015-08-01

Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts; the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.
Defining and assessing critical thinking skills for student radiographers

International Nuclear Information System (INIS)

Castle, Alan

2009-01-01

Developing critical thinking skills is a key aim of higher education and is important in preparing student radiographers for their future careers in clinical practice. The aim of this paper was to attempt to devise and assess six key components of critical thinking appropriate for radiographic practice. Each of the six components was divided into three dimensions and a Critical Thinking Skills Scoring Chart (CTSSC) devised to assess students' written performance against each dimension. Scores revealed that approximately 30% of students were rated as good and approximately 10% of students were rated as poor in each component, although there was some variability between different dimensions. It is suggested that educators need to encourage and support students to develop their critical thinking skills by reviewing their curriculum to clearly define specific skills and ensure that they are appropriately taught and assessed
Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

OpenAIRE

Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

2016-01-01

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills.
Teaching critical appraisal skills for nursing research.

Science.gov (United States)

Jones, Sandra C; Crookes, Patrick A; Johnson, Keryn M

2011-09-01

Evidence-based practice is a major focus in nursing, yet the literature continues to document a research-practice gap. Reasons for this gap stem partly from a lack of skills to critique and synthesize the literature, a lack of search skills and difficulty in understanding research articles, and limited knowledge of research by nursing professionals. An innovative and quality driven subject to improve critical appraisal and critical thinking skills was developed for the School of Nursing, Midwifery and Indigenous Health at the University of Wollongong, based on formative research with postgraduate students and supervisors. Through face-to-face and online teaching modules students worked through a structured process of analysing the key aspects of published papers using structured analysis tools for each study design. Pre and post surveys of students found improvements in perceived knowledge of all key skills of critical appraisal. External independent evaluation determined that it was a high quality subject showing many hallmarks of good assessment practice and good practice in use of information and communication technology (ICT) in support of the learning outcomes. Copyright © 2011 Elsevier Ltd. All rights reserved.
Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

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Zareen Zaidi

2016-11-01

Full Text Available Background: We live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. Method: The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Results: Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Conclusion: Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Science.gov (United States)

Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

Background We live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. Method The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Results Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Conclusion Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations. PMID:27890048
Concept-Mapping Tools and the Development of Students' Critical-Thinking Skills

Science.gov (United States)

Tseng, Sheng-Shiang

2015-01-01

Developing students' critical-thinking skills has recently received attention at all levels of education. This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. The article introduces a Web-based concept-mapping tool--Popplet--and demonstrates its application for teaching critical-thinking skills in…
How Students Make Sense of Criticality Skills in Higher Education

Science.gov (United States)

Brown, Alison

2015-01-01

Critical thinking skills in students, employees and citizens are endorsed for a wide range of positive reasons. What seems less well-known and the aim of this research was to investigate how students make sense of these skills. A semi-structured interview was loosely designed, using questions to ascertain criticality skills before, during and at…
Examining patterns of change in the critical thinking skills of graduate nursing students.

Science.gov (United States)

McMullen, Maureen A; McMullen, William F

2009-06-01

Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.
Critical thinking skills profile of senior high school students in Biology learning

Science.gov (United States)

Saputri, A. C.; Sajidan; Rinanto, Y.

2018-04-01

Critical thinking is an important and necessary skill to confront the challenges of the 21st century. Critical thinking skills accommodate activities that can improve high-order thinking skills. This study aims to determine senior high school students' critical thinking skills in Biology learning. This research is descriptive research using instruments developed based on the core aspects of critical thinking skills according to Facione which include interpretation, analysis, evaluation, explanation, conclusion, and self-regulation. The subjects in this study were 297 students in grade 12 of a senior high school in Surakarta selected through purposive sampling technique. The results of this study showed that the students' critical thinking skills on evaluation and self-regulation are in good criterion with 78% and 66% acquisition while 52% interpretation, 56% analysis, 52% conclusion and 42% explanation indicate sufficient criteria. The conclusion from this research is that critical thinking skill of the students still was in enough category, so that needed a way to enhance it on some indicators.
Beliefs and Behaviors in Learning Critical Thinking Skills

OpenAIRE

Octavian REPOLSCHI

2015-01-01

The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are present...
Analysis of Critical Thinking Skills on The Topic of Static Fluid

Science.gov (United States)

Puspita, I.; Kaniawati, I.; Suwarma, I. R.

2017-09-01

This study aimed to know the critical thinking skills profil of senior high school students. This research using a descriptive study to analysis student test results of critical thinking skill of 40 students XI grade in one of the senior high school in Bogor District. The method used is survey research with sample determined by purposive sampling technique. The instrument used is test of critical thinking skill by 5 indicators on static fluid topics. Questions consist of 11 set. It is has been developed by researcher and validated by experts. The results showed students critical thinking skills are still low. Is almost every indicator of critical thinking skills only reaches less than 30%. 28% for elementary clarification, 10% for the basic for decisions/basic support, 6% for inference, 6% for advanced clarification, 4% for strategies and tactics.
Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses.

Science.gov (United States)

Simpson, Elaine; Courtney, Mary

2008-12-01

The purpose of this study was to develop, implement and evaluate critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. Critical thinking strategies such as questioning, debate, role play and small group activity were developed and used in a professional development programme, which was trialled on a sample of Middle Eastern nurses (n = 20), to promote critical thinking skills, encourage problem solving, development of clinical judgment making and care prioritization in order to improve patient care and outcomes. Classroom learning was transformed from memorization to interaction and active participation. The intervention programme was successful in developing critical thinking skills in both the nurse educators and student nurses in this programme. This programme successfully integrated critical thinking strategies into a Middle Eastern nursing curriculum. Recommendations are as follows: (1) utilize evidence-based practice and stem questions to encourage the formulation of critical thinking questions; (2) support the needs of nurse educators for them to effectively implement teaching strategies to foster critical thinking skills; and (3) adopt creative approaches to (i) transform students into interactive participants and (ii) open students' minds and stimulate higher-level thinking and problem-solving abilities.
Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students' Critical-Thinking Skills.

Science.gov (United States)

Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

2016-04-25

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT.
Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

Science.gov (United States)

Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

2016-01-01

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT. PMID:27170812
Reflective Roleplaying in the Development of Dialogic Skill

DEFF Research Database (Denmark)

Hansen, Lone Hersted

2017-01-01

Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an ...... to the outcomes of reflective role-playing for acquiring bodily awareness, changing and expanding perspectives, developing critical self-reflection, and enhancing relational consciousness....
Krytyczne myślenie a krytyczne słuchanie (przyczynek do dydaktyki filozofii [Critical thinking and Critical listening (A Contribution to the didactic of philosophy

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Krystyna Górniak-Kocikowska

2014-03-01

Full Text Available This text focuses on neglect in the area of critical listening education, using educa- tion in the United States as an example. Critical listening is a skill indispensable for, among others: critical thinking, communication-in-dialogue, and also for rational participation in institutions of a democratic society. The didactic of philosophy could take upon itself the initiation in critical listening. However, this is not the case. One of the reasons for this state of affairs seems to be the lack of a coherent philosophical theory of critical listening.
Critical thinking: knowledge and skills for evidence-based practice.

Science.gov (United States)

Finn, Patrick

2011-01-01

I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-based practice (EBP). I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP profession. Specifically, I suggest how critical thinking is relevant to EBP, broadly summarize the relevant skills, indicate the importance of thinking dispositions, and outline the various ways our thinking can go wrong. I finish the commentary by suggesting that critical thinking skills should be considered a required outcome of our professional training programs.
The Relationship between Student Teachers' Citizenship Skills and Critical

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İsmail Acun

2010-05-01

Full Text Available The aim of the research is to investigate the relationship between student teachers’ citizenship skills and their critical thinking skills. The New Turkish Primary Curriculum aims at educating pupils with pre-requisite skills and knowledge that are necessary for operating efficiently in a knowledge based society. There is a strong emphasis on improving generic skills of students. The skills of critical thinking, reflective thinking, inquiry and working in groups are thought to be necessary skills for effective teaching and learning. When it comes to citizenship education those skills, especially critical thinking skills, become even more important.There has been a shift in policy with the curriculum both in terms of its structure and its philosophy from ‘creating good citizens’ to ‘empowerment’. The teachers will be the agents for the proposed shift to occur in schools and in pupils’ hearts and minds. That is why it is important that teachers themselves should be equipped with the necessary skills and knowledge. In order to predict whether those aims will be realized or not, it is important to know whether teachers have those knowledge and skills. Thus, the question of whether there is relationship with citizenship qualifications and critical thinking skills will be investigated through student teachers.This study employs a survey research method. In order to collect data two different research tools are used. The data on student teachers’ citizenship skills were gathered through a ‘Citizenship Qualifications Scale’ developed by Yucel, Acun, Demirhan and Goz. The scale has to parts. First part contains questions on demographic information about teachers and teachers’ professional practice. Second part of the scale includes question/statements to determine teachers’ level of knowledge on citizenship themes, level of their behaviors and level of their importance attribution on the same themes. Those themes are categorized as
Artists in dialogue: Creative approaches to interreligious encounters

Directory of Open Access Journals (Sweden)

Ruth Illman

2011-05-01

Full Text Available This article explores the forms and functions of contemporary interreligious dialogue by focusing on artists who are active in this field. They represent different art forms and different religious positions: with their roots in Judaism, Christianity and Islam they have opted for a variety of positions, ranging from traditional adherence to renunciation of a personal religious engagement, or a fascination for new forms of religiosity. The aim is to critically examine interreligious dialogue and to provide an alternative perspective on the topic, based on both theoretical and empirical analyses. The article seeks an understanding of how persons engaging in creative forms of dialogue formulate a dialogic worldview in a religiously plural and post-secular context and what motivates them to engage in dialogue. Traditional normative theories of interreligious dialogue are hence called into question. Critical attention is brought to the narrow focus on dialogue as a purely intellectual quest for making the religious other, as a coherent theological and historical entity, intelligible. A contrasting view of dialogue as a question of interpersonal ethics is introduced, inspired primarily by the philosophy of Buber. Also the works of Habermas, Gadamer, Levinas, Løgstrup, Wittgenstein and Gaita are central to the research.Ruth Illman is a senior researcher at the Donner Institute in Åbo and Docent in comparative religion, Åbo Akademi University. https://www.donnerinstitute.fi/en/ruth-illmans-research/
Critical thinking skills profile of high school students in learning chemistry

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Budi Utami

2017-08-01

Full Text Available Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life. This research is aimed to determine the students’ critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.
Creating Critical Conversations: Investigating the Utility of Socratic Dialogues in Elementary Social Studies Methods

Science.gov (United States)

Buchanan, Lisa Brown

2012-01-01

This article explores the utility of Socratic dialogues in the elementary social studies methods course. Findings include preservice teachers' behaviors during dialogues, perceived strengths and challenges of using Socratic dialogues in teacher education, and the impact on student learning. Challenges and apprehensions encountered by the teacher…
Navigating diversity with nursing students through difficult dialogues: A qualitative study

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Deirdre E. van Jaarsveldt

2015-01-01

Full Text Available The Difficult Dialogues project is an international initiative that promotes the development of the art and skill of civil discourse as an essential outcome of higher education. At the University of the Free State, South Africa, the project is implemented by the Centre for Teaching and Learning. When intergroup conflict started disrupting the academic performance of first year nursing students, the School of Nursing consulted with the centre to facilitate a Difficult Dialogues session. This article describes the engineering of a session programme to facilitate learning about navigating diversity and responding to conflict in a constructive way. The rich data of a qualitative inquiry conducted via the Critical Incident Questionnaire are triangulated with literature and other feedback provided to describe to what extent the session contributed towards student learning. A number of participants indicated that they had learnt to respect diversity and had realised that they could co-operate as a team in spite of individual differences. As additional evidence, the students listed specific skills that could aid them in navigating diversity and conflict in future. Considering that the School strives to establish inclusion during the orientation of students, this case raises questions about the sufficiency of such endeavours. In conclusion it is asked to what extent nurse educators should be expected to implement strategies to address issues of diversity in the classroom on a continuous basis.
Critical thinking: the development of an essential skill for nursing students.

Science.gov (United States)

Papathanasiou, Ioanna V; Kleisiaris, Christos F; Fradelos, Evangelos C; Kakou, Katerina; Kourkouta, Lambrini

2014-08-01

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.
Developing Critical Thinking Skills: Assessing the Effectiveness of Workbook Exercises

Science.gov (United States)

Wallace, Elise D.; Jefferson, Renee N.

2015-01-01

To address the challenge of developing critical thinking skills in college students, this empirical study examines the effectiveness of cognitive exercises in developing those skills. The study uses Critical Thinking: Building the Basics by Walter, Knudsvig, and Smith (2003). This workbook is specifically designed to exercise and develop critical…

Effect of the essentials of critical care orientation (ECCO) program on the development of nurses' critical thinking skills.

Science.gov (United States)

Kaddoura, Mahmoud A

2010-09-01

It is essential for nurses to develop critical thinking skills to ensure their ability to provide safe and effective care to patients with complex and variable needs in ever-changing clinical environments. To date, very few studies have been conducted to examine how nursing orientation programs develop the critical thinking skills of novice critical care nurses. Strikingly, no research studies could be found about the American Association of Critical Care Nurses Essentials of Critical Care Orientation (ECCO) program and specifically its effect on the development of nurses' critical thinking skills. This study explored the perceptions of new graduate nurses regarding factors that helped to develop their critical thinking skills throughout their 6-month orientation program in the intensive care unit. A convenient non-probability sample of eight new graduates was selected from a hospital that used the ECCO program. Data were collected with demographic questionnaires and semi-structured interviews. An exploratory qualitative research method with content analysis was used to analyze the data. The study findings showed that new graduate nurses perceived that they developed critical thinking skills that improved throughout the orientation period, although there were some challenges in the ECCO program. This study provides data that could influence the development and implementation of future nursing orientation programs. Copyright 2010, SLACK Incorporated.
Improving Students' Critical Thinking, Creativity, and Communication Skills

Science.gov (United States)

Geissler, Gary L.; Edison, Steve W.; Wayland, Jane P.

2012-01-01

Business professors continue to face the challenge of truly preparing their students for the workplace. College students often lack skills that are valued by employers, such as critical thinking, creativity, communication, conflict resolution, and teamwork skills. Traditional classroom methods, such as lectures, may fail to produce adequate…
Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

Science.gov (United States)

Ismail; Suwarsono, St.; Lukito, A.

2018-01-01

Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.
Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course.

Science.gov (United States)

Carson, Susan

2015-12-01

TH!NK is a new initiative at NC State University focused on enhancing students' higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students' critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general "formula" for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.
YOUNG ADOLESCENT EFL LEARNERS’ PERSPECTIVES ON CRITICAL THINKING SKILLS

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Hasan Bedir

2016-07-01

Full Text Available Critical Thinking Skills (CTs are among the 21st century learning skills, and schools are expected to equip the students with these skills. Turkey has been restructuring the educational system in order to improve the quality of education which enables students to acquire such learning skills as critical and creative thinking, problem solving, and collaboration. The present study based on the perspectives of young adolescent EFL learners presents findings on the students’ awareness of CTs, and whether or not they apply them to a given task, and if there is any conflict between knowledge and application of CTs. The findings showed that the students, despite their quiet well awareness, did not effectively apply CTs. The problems they encountered were assumed to be resulted from lacking in metacognitive knowledge.
Dialogue on safety

Science.gov (United States)

Anne Black; James Saveland; Dave Thomas

2011-01-01

There are many reasons to hold a conversation, among them: information download, information exchange, selection of a course of action, consensus-building, and exploration. Dialogue is a particular type of conversation that seeks to explore a subject in order to generate new ideas and insights. It is based on the recognitions that (1) the critical issues of today are...
Developing Critical Thinking Skills Using the Science Writing Heuristic in the Chemistry Laboratory

Science.gov (United States)

Stephenson, N. S.; Sadler-McKnight, N. P.

2016-01-01

The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…
Developing Critical Thinking and Communication Skills in Students ...

African Journals Online (AJOL)

Critical thinking and communication competence are recognized by educators as vital skills required for mastery of school subjects. However, it is observed that these two skills are underdeveloped in students. In order, to fill this void, this paper aims at constructing a framework that would be employed by teachers in ...
Critical Thinking Skills Evidenced in Graduate Students Blogs

Science.gov (United States)

Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.

2012-01-01

The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione,…
The Routledge guidebook to Galileo's dialogue

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Finocchiaro, Maurice A

2013-01-01

The publication in 1632 of Galileo's Dialogue on the Two Chief World Systems, Ptolemaic and Copernican　marked a crucial moment in the 'scientific revolution' and helped Galileo become the 'father of modern science'. The Dialogue　contains Galileo's mature synthesis of astronomy, physics, and methodology, and a critical confirmation of Copernicus's hypothesis of the earth's motion. However, the book also led Galileo to stand trial with the Inquisition, in what became known as 'the greatest scandal in Christendom'. In The Routledge Guidebook to Galileo's Dialogue, Maurice A. Finocchiaro introduces and analyzes: the intellectual background and historical context of the Copernican controversy and Inquisition trial; the key arguments and critiques that Galileo presents on both sides of the 'dialogue'; the Dialogue's content and significance from three special points of view: science, methodology, and rhetoric; the enduring legacy of the Dialogue　and the ongoing application of its approach to other areas. This...
The effect of critical thinking education on nursing students' problem-solving skills.

Science.gov (United States)

Kanbay, Yalçın; Okanlı, Ayşe

2017-06-01

The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p skills of education group increased significantly (p critical thinking education improves problem-solving skills.
Using a Dialogue Journal to Build Responsibility and Self-Reliance: A Case Study

Science.gov (United States)

Krebs, Cathryn

2006-01-01

Using a dialogue journal during a school year helped a 10th-grade student focus on skills that build responsibility and self-reliance. The Expanded Core Curriculum (Hatlen, 1996) addresses disability specific skills that include compensatory and social interaction skills. Providing instruction in organization, time management, and self-advocacy…
Capturing mentor teachers’ reflective moments during mentoring dialogues

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Crasborn, F.J.A.J.; Hennissen, P.P.M.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.

2010-01-01

The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two
Identification of the students' critical thinking skills through biochemistry laboratory work report

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Anwar, Yunita Arian Sani; Senam, Laksono, Endang W.

2017-08-01

This work aims to (1) identify the critical thinking skills of student based on their ability to set up laboratory work reports, and (2) analyze the implementation of biochemistry laboratory work. The method of quantitative content analysis was employed. Quantitative data were in the form of critical thinking skills through the assessment of students' laboratory work reports and questionnaire data. Hoyo rubric was used to measure critical thinking skills with 10 indicators, namely clarity, accuracy, precision, consistency, relevance, evidence, reason, depth, breadth, and fairness. The research sample consisted of 105 students (35 male, 70 female) of Mataram University who took a Biochemistry course and 2 lecturers of Biochemistry course. The results showed students' critical thinking skills through laboratory work reports were still weak. Analysis of the questionnaire showed that three indicators become the biggest problems during the laboratory work implementation, namely, lecturers' involved in laboratory work implementation, the integration of laboratory work implementation of learning in the classroom has not been done optimally and laboratory work implementation as an effort to train critical thinking skills is not optimal yet.
Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course

Directory of Open Access Journals (Sweden)

Susan Carson

2015-08-01

Full Text Available TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophagediscovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT, developed by Tennessee Technological University. I observed apositive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of criticalthinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.
The Role of Comparative Religion Curricula in Intra-Inter Civilizational Dialogue

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Ibrahim, Haslina; Khambali @ Hambali, Khadijah Mohd; Sintang, Suraya; Senin, Nurhanisah; Shaharud-din, Suhaida; Ahmad, Mahmud; Nor, Mohd Roslan Mohd; Kadir, Nor Adina Abdul

2013-01-01

Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and…
Promoting the teaching of critical thinking skills through faculty development.

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Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

2009-06-01

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.
Towards an Ethical Framework for Inter-Cultural Dialogue | Higgs ...

African Journals Online (AJOL)

In this article I attempt to provide an ethical framework for inter-cultural dialogue, which I argue can contribute to efforts at facilitating multicultural understanding. Such an ethical framework for inter-cultural dialogue which finds its roots in postmodernism, I will argue, provides the impetus for the creation of critical civil ...
Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

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Snyder, Julia J.; Wiles, Jason R.

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311
Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

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Julia J Snyder

Full Text Available This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

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Snyder, Julia J; Wiles, Jason R

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.
Enhancement of Students' Independent Learning through Their Critical Thinking Skills Development

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Kopzhassarova, Umit; Akbayeva, Gulden; Eskazinova, Zhanar; Belgibayeva, Gulbarshyn; Tazhikeyeva, Akerke

2016-01-01

The article focuses on the problem of developing students' critical thinking skills, which help them become independent learners. Analysis of research works of educators and scholars enable the authors to reveal qualities, necessary for students to enhance their critical thinking skills and become independent learners. Different points of view on…
Critical Thinking Skills for Language Students

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Djiwandono, Patrisius Istiarto

2013-01-01

Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners' mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was…
Targeting Critical Thinking Skills in a First-Year Undergraduate Research Course †

Science.gov (United States)

Carson, Susan

2015-01-01

TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities. PMID:26753022
Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills

OpenAIRE

Astuti Muh. Amin; Romi Adiansyah

2018-01-01

Critical thinking emerges when learners attempt to use their background knowledge to construct meaning through interpreting, analyzing, and manipulating information in responding to a problem or a question that requires more than a single correct answer. Two factors that affect the improvement of the students’ critical thinking skills are lecturers’ activities and students’ activities. This study was a descriptive quantitative study which aimed to investigate (1) how lecturers perceive the de...
Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject

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Santika, A. R.; Purwianingsih, W.; Nuraeni, E.

2018-05-01

Critical thinking is a skills the which students should have in order to face 21st century demands. Critical thinking skills can help people in facing their daily problems, especially problems roommates relate to science. This research is aimed to analyze students critical thinking skills in socio-scientific issues of biodiversity subject. The method used in this research was descriptive method. The research subject is first-grade students’ in senior high school. The data collected by interview and open-ended question the which classified based on framework : (1) question at issue, (2) information (3) purpose (4) concepts (5) assumptions, (6) point of view, (7) interpretation and inference, and (8) implication and consequences, then it will be assessed by using rubrics. The result of the data showed students critical thinking skills in socio-scientific issues of biodiversity subject is in low and medium category. Therefore we need a learning activity that is able to develop student’s critical thinking skills, especially regarding issues of social science.
Beliefs and Behaviors in Learning Critical Thinking Skills

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Octavian REPOLSCHI

2015-12-01

Full Text Available The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are presented. The results of the periodic testing procedures that were taking place according to the established methodology are to be discussed. Finally, some general considerations concerning the relations between beliefs, behaviors and knowledge that have emerged in the process of learning are going to be presented.
Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and Speaking Skill

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Jaya Nur Iman

2017-11-01

Full Text Available The research was aimed to find out whether or not using debate significantly improved the students’ critical thinking and speaking skill achievements and how much debate contributed to each aspect of critical thinking and speaking skill. A quasi-experimental study of non-equivalent pretest- posttest control group design was used in this research. The findings showed that (1 there was a significant improvement in critical thinking and speaking skill, (2 there was also a significant mean difference between the experimental and control groups, (3 there was high contribution of the debate toward the whole aspects of critical thinking (0.821 or 82.1%. Partially, the contribution of each aspect of Critical Thinking (CT toward critical thinking (total achievement was as follows: context was 32.3%, issue was 26.2%, implication was 20.1%, and assumption was 6.6%. On the other side, there was high contribution of the debate toward the whole aspects of Speaking Skill (0.961 or 96.1%. Partially, the contribution of each aspect of Speaking Skill (SS toward Speaking Skill (total achievement was as follows: fluency was 67.4%, grammar was 13.7%, pronunciation was 8.3%, comprehension was 5.4%, and vocabulary was 1.4%.
Seeing beyond monitors-Critical care nurses' multiple skills in patient observation: Descriptive qualitative study.

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Alastalo, Mika; Salminen, Leena; Lakanmaa, Riitta-Liisa; Leino-Kilpi, Helena

2017-10-01

The aim of this study was to provide a comprehensive description of multiple skills in patient observation in critical care nursing. Data from semi-structured interviews were analysed using thematic analysis. Experienced critical care nurses (n=20) from three intensive care units in two university hospitals in Finland. Patient observation skills consist of: information gaining skills, information processing skills, decision-making skills and co-operation skills. The first three skills are integrated in the patient observation process, in which gaining information is a prerequisite for processing information that precedes making decisions. Co-operation has a special role as it occurs throughout the process. This study provided a comprehensive description of patient observation skills related to the three-phased patient observation process. The findings contribute to clarifying this part of the competence. The description of patient observation skills may be applied in both clinical practice and education as it may serve as a framework for orientation, ensuring clinical skills and designing learning environments. Based on this study, patient observation skills can be recommended to be included in critical care nursing education, orientation and as a part of critical care nurses' competence evaluation. Copyright © 2017 Elsevier Ltd. All rights reserved.
Dialogue Journal: Exploring Its Use to Teach Writing

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Christianti Tri Hapsari

2018-05-01

in doing dialogue journal could be solved by giving more language skills input, doing peer correction, and encouraging autonomous learning. Keywords: Dialogue Journal, Use, Teach Writing.
Communication skills training curriculum for pulmonary and critical care fellows.

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McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G

2015-04-01

The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills
Relationship between Female Pre University Students' Critical Thinking Skills and Their Mental Health

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Y. Maroofi

2012-04-01

Full Text Available Introduction & Objective: Critical thinking is simply defined as ability for analysis and evaluation of information. Today, this skill is considered as an undeniable necessity for social life. So fostering critical thinking ability is one of the basic goals of different levels of education from primary school to higher education. Each conscious behavior is related to the theoretical and intellectual foundation and origin. Therefore, the quality and types of thought play an important role in human mental health. This research studies the relationship between female pre-university students' critical thinking skills and their mental health in the academic year 2009-2010 in Hamadan city. Materials & Methods: This study is a cross sectional research and our method is based on correlation. Using random multiple stages clustering method, we selected 331 students as statistical sample. The data gathering instruments are two standard questionnaires: California form b critical thinking questionnaire and 28-question Goldberg and Hilier general health questionnaire. The data were analyzed using descriptive statistic indexes such as frequency, percent, mean and standard deviation and inferential tests such as Pearson correlation coefficient and multiple regressions. Results: Research findings show that the average point of students' critical thinking skills is (6.51 out of 34 and their average point of mental health is (31.52 .About 61 persons(18.4 percent have not any psychological disorder, about 270 person (81.6 percent seemed to have psychological disorder symptoms. There are negative and significant differences between critical thinking skills and disorder in mental health. Multiple regression analysis show that: there is negative and significant differences between critical analysis and deductive rational skills with psychological disorder symptoms, that is when students' critical thinking skills increases, the psychological disorder symptoms decrease
Perianesthesia nursing-beyond the critical care skills.

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Ead, Heather

2014-02-01

Provision of patient care within the perianesthesia specialty is demanding in nature. Although a nurse may be well equipped with the assessment, planning, and critical thinking skills required for these fast-paced areas, there are other competencies to be developed. These include skills in mentorship, communication, crisis management, and competency as an ambassador of patient safety. Barriers to developing these skills may include a high patient acuity and turnover, a sense of isolation from other departments, and strong hierarchical structures. However, there are resources and strategies that nurses can leverage to facilitate development of these less-technical, "softer" skills. In this article, the author reviews some of the unique demands commonly seen within the perianesthesia specialty. Methods to address these challenges are shared to facilitate an enjoyable career in this dynamic environment. Copyright © 2014 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.
Using journal writing to evoke critical thinking skills of students in teacher education

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Baldwin, Dolly Angela Serreno

1991-01-01

There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...
The Use of Argument Mapping to Enhance Critical Thinking Skills in Business Education

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Kunsch, David W.; Schnarr, Karin; van Tyle, Russell

2014-01-01

Complex business problems require enhanced critical thinking skills. In a dedicated, in-person critical thinking class, argument mapping techniques were used in conjunction with business and nonbusiness case studies to build the critical thinking skills of a group of master of business administration students. Results demonstrated that the…
Libraries serving dialogue

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Dupont, Odile

2014-01-01

This book based on experiences of libraries serving interreligious dialogue, presents themes like library tools serving dialogue between cultures, collections dialoguing, children and young adults dialoguing beyond borders, story telling as dialog, librarians serving interreligious dialogue.
Interreligious dialogue: Moving between compartmentalization and complexity

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Anne Hege Grung

2011-05-01

Full Text Available Interreligious dialogues as organized activities establish religious difference among its participants as a premise. This article discusses how various ways of signifying religious difference in interreligious dialogues can impact culturally by looking at the dynamics between the dialogues’ ‘insides’ and ‘outsides’, especially regarding the ways in which differences are conceptualized. The current criticism of interreligious dialogue and the current perspectives on the dialogues’ alleged effects on conceptualizing differences are examined in the examples presented in this article. Finally, two models of interreligious dialogue are suggested. First, a model where religious differences are apprehended as ‘constitutive’, and second, a model where religious differences are viewed as ‘challenge’. The first relates to a multicultural view of differences, and the second to a perspective of cultural complexity. Lastly, the two models are discussed in relation to the notion of strategic essentialism. Anne Hege Grung is a researcher at the Faculty of Theology, University of Oslo.
Do Instructional Interventions Influence College Students' Critical Thinking Skills? A Meta-Analysis

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Niu, Lian; Behar-Horenstein, Linda S.; Garvan, Cyndi W.

2013-01-01

Promoting students' critical thinking skills is an important task of higher education. Colleges and universities have designed various instructional interventions to enhance students' critical thinking skills. Empirical studies have yielded inconsistent results in terms of the effects of such interventions. This meta-analysis presents a synthesis…
Critical thinking skills in nursing students: comparison of simulation-based performance with metrics

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Fero, Laura J.; O’Donnell, John M.; Zullo, Thomas G.; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T.; Hoffman, Leslie A.

2018-01-01

Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation- based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between video-taped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills
Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.

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Fero, Laura J; O'Donnell, John M; Zullo, Thomas G; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T; Hoffman, Leslie A

2010-10-01

This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak. Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047). Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. © 2010 The Authors. Journal of Advanced

Professional Training of Future Teacher in Cross-Cultural Dialogue

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Semenog, Olena

2014-01-01

On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…
Ensuring relational competency in critical care: Importance of nursing students' communication skills.

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Sánchez Expósito, Judit; Leal Costa, César; Díaz Agea, José Luis; Carrillo Izquierdo, María Dolores; Jiménez Rodríguez, Diana

2018-02-01

The aim of this study was to analyse the communication skills of students in interactions with simulated critically-ill patients using a new assessment tool to study the relationships between communication skills, teamwork and clinical skills and to analyse the psychometric properties of the tool. A cross-sectional study was conducted to assess the communications skills of 52 students with critically-ill patients through the use of a new measurement tool to score video recordings of simulated clinical scenarios. The 52 students obtained low scores on their skills in communicating with patients. The reliability of the measuring instrument showed good inter-observer agreement (ICC between 0.71 and 0.90) and the validity yielded a positive correlation (pskills when communicating with critically ill patients in simulated scenarios. The measuring instrument used is therefore deemed valid and reliable for assessing nursing students through a clinical simulation. Copyright © 2017 Elsevier Ltd. All rights reserved.
Development of assessment instruments to measure critical thinking skills

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Sumarni, W.; Supardi, K. I.; Widiarti, N.

2018-04-01

Assessment instruments that is commonly used in the school generally have not been orientated on critical thinking skills. The purpose of this research is to develop assessment instruments to measure critical thinking skills, to test validity, reliability, and practicality. This type of research is Research and Development. There are two stages on the preface step, which are field study and literacy study. On the development steps, there some parts, which are 1) instrument construction, 2) expert validity, 3) limited scale tryout and 4) narrow scale try-out. The developed assessment instrument are analysis essay and problem solving. Instruments were declared valid, reliable and practical.
Peacebuilding Dialogue Pedagogies in Canadian Classrooms

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Bickmore, Kathy

2014-01-01

Constructively critical and inclusive dialogue about conflictual issues is one necessary ingredient of both democratic citizenship and peacebuilding learning. However, in North American classrooms populated by heterogeneous and non-affluent students, pedagogies involving discussion of conflicts are rarely fully implemented, sustained, or inclusive…
The Increase of Critical Thinking Skills through Mathematical Investigation Approach

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Sumarna, N.; Wahyudin; Herman, T.

2017-02-01

Some research findings on critical thinking skills of prospective elementary teachers, showed a response that is not optimal. On the other hand, critical thinking skills will lead a student in the process of analysis, evaluation and synthesis in solving a mathematical problem. This study attempts to perform an alternative solution with a focus on mathematics learning conditions that is held in the lecture room through mathematical investigation approach. This research method was Quasi-Experimental design with pre-test post-test design. Data analysis using a mixed method with Embedded design. Subjects were regular students enrolled in 2014 at the study program of education of primary school teachers. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The results of the study showed that (1) there is a significant difference in the improvement of critical thinking ability of students who receive learning through mathematical investigation approach when compared with students studying through expository approach, and (2) there is no interaction effect between prior knowledge of mathematics and learning factors (mathematical investigation and expository) to increase of critical thinking skills of students.
A Case Study: Applying Critical Thinking Skills to Computer Science and Technology

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Shannon, Li-Jen; Bennett, Judith

2012-01-01

A majority of incoming college freshmen and sophomores have not applied their critical thinking skills as part of their learning process. This paper investigates how students acquire their critical thinking skills while facing the copyright, fair use, and internet security challenges in this contemporary digital society. The findings show that 90…
An investigation into participation in classroom dialogue in mainland China

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Yu Song

2015-12-01

Full Text Available Classroom dialogue is commonly used in teaching and learning, and viewed as in terms of helping students to think critically and understand knowledge better. Thus, educators and scholars call on active participation in classroom dialogue. However, students in mainland China are traditionally viewed as less talkative in class. In this study, I aimed to investigate how Chinese students in secondary school normally participate in classroom dialogue. I designed an instrument for measuring students’ participation, and my research yielded initial evidence for its reliability and validity. The findings indicated that most students generally talked less and the teachers took the lead in initiating dialogue. Accuracy was used as the main criterion for evaluating whether students made a good contribution in class. A positive change was that students developed their reasoning through participating in dialogue.
Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

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Nur Miftahul Fuad

2017-01-01

Full Text Available The aims of this study were (1 to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2 to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.
Review of teaching methods and critical thinking skills.

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Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.
ADOLESCENT DEVELOPMENT IN THE 21ST CENTURY: DEVELOPING CRITICAL THINKING SKILLS THROUGH EXPRESSIVE DRAWING TECHNIQUES

OpenAIRE

Marfu’i, Lucky Nindi Riandika

2017-01-01

Adolescent is a formal operational stage of cognitivedevelopment. The development of an educational program prioritizes four skillsto support success in meeting the challenges of the 21st century. One of thepriority skills of the four skills is critical thinking skill. Criticalthinking skill is a skill which shows the performance of individual cognitionin interpreting, analyzing, and doing self-regulation regarding problems andinformation received. Critical thinking skill is closely related t...
Concept mapping in a critical care orientation program: a pilot study to develop critical thinking and decision-making skills in novice nurses.

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Wahl, Stacy E; Thompson, Anita M

2013-10-01

Newly graduated registered nurses who were hired into a critical care intensive care unit showed a lack of critical thinking skills to inform their clinical decision-making abilities. This study evaluated the effectiveness of concept mapping as a teaching tool to improve critical thinking and clinical decision-making skills in novice nurses. A self-evaluation tool was administered before and after the learning intervention. The 25-item tool measured five key indicators of the development of critical thinking skills: problem recognition, clinical decision-making, prioritization, clinical implementation, and reflection. Statistically significant improvements were seen in 10 items encompassing all five indicators. Concept maps are an effective tool for educators to use in assisting novice nurses to develop their critical thinking and clinical decision-making skills. Copyright 2013, SLACK Incorporated.
Critical appraisal of dialogue as a strategy for religious conflict ...

African Journals Online (AJOL)

Nigeria has passed through incessant religious conflicts and its attendant consequences of loss of human lives and property. It is unfortunate that despite all the efforts made to resolve religious conflicts in Nigeria through religious dialogue yet peaceful resolution of religious conflicts have remained a mirage. This paper ...
Explicitly Teaching Critical Thinking Skills in a History Course

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McLaughlin, Anne Collins; McGill, Alicia Ebbitt

2017-01-01

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and…
Dialogue and Dialogism in the Novels of Crébillon-fils

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Veronika D. Altashina

2016-09-01

Full Text Available Conversation was highly relevant for the 17th and 18th century French aristocratic culture; a simple talk quickly grew into a “real” social ritual with its inner structure and “poetics.” Likewise, it influenced French literature that used a dialogue as a mode of narration, a way of expressing historical and philosophical ideas. Under the influence of the parlor culture, there developed a widespread genre of a novel-dialogue which origin may be traced back to the ancient tradition including the works of Plato who maintained ontological priority of the dialogue; in the dialogue, many philosophers have seen conditions necessary for the appearance of the individual and subjective conceptualization (“I” needs “You” for the sense of self. Dialogue is the form of narration in the novels by Crébillon-fils (1707–1777 La Nuit et le moment ou les matines de Cythère: dialogue (1755 and Le Hasard du coin du feu. Dialogue moral (1763. Both novels represent high society and focus mainly on the life of “libertines” who practice the principles of freedom of body and spirit yet at the same time are constrained by dominant behavior rules including the rules of conversation. Crébillon is skillfully using a widespread conversational form for popularizing the ideas of sensualism and libertinage. Also, Crébillon is employing dialogue as a device to make his works diverse and psychologically deep (cf.: a dialogue of a character with himself as he hovers between opinions; ongoing dialogue of the author with the reader; dialogue with other authors by direct and hidden quotes from their work; references to the author’s own works.
Construction Of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave

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Mabruroh, F.; Suhandi, A.

2017-02-01

This study aimed to construct test instrument of critical thinking skills of high school students related the concept on sound wave. This research using a mixed methods with sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test instruments. The form of test instruments in essay questions, consist of 18 questions that was divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis, with questions that are qualitative and contextual. Phases of preliminary study include: a) policy studies; b) survey to the school; c) and literature studies. Phases of the design and review of test instruments consist of two steps, namely a draft design of test instruments include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills; and e) making the descriptions about the test instrument. In the next phase of the review test instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c) revision of test instruments based on the validator.
Towards a critical dialogue between the history of sport, management history, and sport management/organisation studies in research and teaching

OpenAIRE

McDowell, Matthew

2015-01-01

This article discusses possibilities for a critical dialogue between the history of sport, management history, and sport management/organization studies. Many historians of sport will find themselves employed in sport management programmes, and these programmes allow the potential to interpret historical perspectives on sport, as well as historical research methods in sport management. This offers possibilities in terms of research as well. However, if historians are to engage in a research a...
Building dialogue POMDPs from expert dialogues an end-to-end approach

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Chinaei, Hamidreza

2016-01-01

This book discusses the Partially Observable Markov Decision Process (POMDP) framework applied in dialogue systems. It presents POMDP as a formal framework to represent uncertainty explicitly while supporting automated policy solving. The authors propose and implement an end-to-end learning approach for dialogue POMDP model components. Starting from scratch, they present the state, the transition model, the observation model and then finally the reward model from unannotated and noisy dialogues. These altogether form a significant set of contributions that can potentially inspire substantial further work. This concise manuscript is written in a simple language, full of illustrative examples, figures, and tables. Provides insights on building dialogue systems to be applied in real domain Illustrates learning dialogue POMDP model components from unannotated dialogues in a concise format Introduces an end-to-end approach that makes use of unannotated and noisy dialogue for learning each component of dialogue POM...
Evaluating Dialogue Competence in Naturally Occurring Child-Child Interactions

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Naerland, Terje

2011-01-01

The principal aim of this paper is to contribute to the pursuit of evaluating pragmatic language competence in preschool years by observation-based data. Initially, the relations between age and language development measured as mean length of utterance (MLU) and three dialogue skills are described. The occurrences of "focus on the dialogue…
Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers

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Yacoubian, Hagop A.; Khishfe, Rola

2018-05-01

The purpose of this paper is to compare and contrast between two theoretical frameworks for addressing nature of science (NOS) and socioscientific issues (SSI) in school science. These frameworks are critical thinking (CT) and argumentation (AR). For the past years, the first and second authors of this paper have pursued research in this area using CT and AR as theoretical frameworks, respectively. Yacoubian argues that future citizens need to develop a critical mindset as they are guided to (1) practice making judgments on what views of NOS to acquire and (2) practice making decisions on SSI through applying their NOS understandings. Khishfe asserts that AR is an important component of decision making when dealing with SSI and the practice in AR in relation to controversial issues is needed for informed decision making. She argues that AR as a framework may assist in the development of more informed understandings of NOS. In this paper, the authors delve into a dialogue for (1) elucidating strengths and potential of each framework, (2) highlighting challenges that they face in their research using the frameworks in question, (3) exploring the extent to which the frameworks can overlap, and (4) proposing directions for future research.
Dialogue, Language and Identity: Critical Issues for Networked Management Learning

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Ferreday, Debra; Hodgson, Vivien; Jones, Chris

2006-01-01

This paper draws on the work of Mikhail Bakhtin and Norman Fairclough to show how dialogue is central to the construction of identity in networked management learning. The paper is based on a case study of a networked management learning course in higher education and attempts to illustrate how participants negotiate issues of difference,…

Enhancing students’ critical thinking skills through critical thinking assessment in calculus course

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Zulfaneti; Edriati, S.; Mukhni

2018-01-01

This study aims to determine the development of students’ critical thinking skills through the implementation of critical thinking instruments in Calculus lectures. The instruments consist of observation sheets, critical thinking test, self-assessment, peer assessment and portfolio. The research was a qualitative research; with the participants were 53 first-year students who take Integral Calculus in Mathematics Education Department STKIP PGRI Sumatera Barat representing high-ability students, medium and low. The data in this study were collected by tests, interviews, observations and field notes. Data were analyzed descriptively; data reduction, data presentation, and conclusions. For testing the validity of data, it was used credibility test data by increasing persistence and triangulation. The results showed that in high-level students there is a change of ability from Critical enough to be Very Critical, in the students with moderate and low ability there is a change of ability from Uncritical to Critical. So it can be concluded that the assessment instruments have a good contribution and can improve the ability of critical thinking.
Improving Critical Thinking Skills of College Students through RMS Model for Learning Basic Concepts in Science

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Muhlisin, Ahmad; Susilo, Herawati; Amin, Mohamad; Rohman, Fatchur

2016-01-01

The purposes of this study were to: 1) Examine the effect of RMS learning model towards critical thinking skills. 2) Examine the effect of different academic abilities against critical thinking skills. 3) Examine the effect of the interaction between RMS learning model and different academic abilities against critical thinking skills. The research…
Profile of Students’ Critical Thinking Skill Measured by Science Virtual Test on Living Things and Environmental Sustainability Theme

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Maulida, N. I.; Firman, H.; Rusyati, L.

2017-02-01

The aims of this study are: (1) to investigate the level of students’ critical thinking skill on living things and environmental sustainability theme for each Inch’ critical thinking elements and overall, (2) to investigate the level of students’ critical thinking skill on living things characteristic, biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics. The research was conducted due to the important of critical thinking measurement to get the current skill description as the basic consideration for further critical thinking skill improvement in lower secondary science. The research method used was descriptive. 331 seventh grade students taken from five lower secondary schools in Cirebon were tested to get the critical thinking skill data by using Science Virtual Test as the instrument. Generally, the mean scores on eight Inch’ critical thinking elements and overall score from descriptive statistic reveals a moderate attainments level. Students’ critical thinking skill on biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics are in moderate level. While students’ critical thinking skill on living things characteristic is identified as high level. Students’ experience in thinking critically during science learning process and the characteristic of the topic are emerged as the reason behind the students’ critical thinking skill level on certain science topic.
Developing thinking skill system for modelling creative thinking and critical thinking of vocational high school student

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Dewanto, W. K.; Agustianto, K.; Sari, B. E.

2018-01-01

Vocational students must have practical skills in accordance with the purpose of vocational school that creating the skilled graduates according to their field. Graduates of vocational education are required not just as users, but be able to create. Thus requiring critical and creative thinking skills to assist students in generating ideas, analyzing and creating a product of value. Based on this, then this research aims to develop a system to know the level of ability to think critically and creative students, that resulted students can do self-reflection in improving the ability to think critically and creatively as a supporter of practical ability. The system testing using Naïve Bayes Correlation shown an average accuracy of 93.617% in assessing the students’ critical and creative thinking ability. By using modeling with this system will be known level of students’ critical and creative thinking ability, then the output of the system is used to determine the type of innovation in the learning process to improve the critical and creative thinking skills to support the practical skills of students as skilled vocational students.
Effect of Higher Order Thinking Laboratory on the Improvement of Critical and Creative Thinking Skills

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Setiawan, A.; Malik, A.; Suhandi, A.; Permanasari, A.

2018-02-01

This research was based on the need for improving critical and creative thinking skills of student in the 21 -st century. In this research, we have implemented HOT-Lab model for topic of force. The model was characterized by problem solving and higher order thinking development through real laboratory activities. This research used a quasy experiment method with pre-test post-test control group design. Samples of this research were 60 students of Physics Education Program of Teacher Educatuon Institution in Bandung. The samples were divided into 2 classes, experiment class (HOT-lab model) and control class (verification lab model). Research instruments were essay tests for creative and critical thinking skills measurements. The results revealed that both the models have improved student’s creative and critical thinking skills. However, the improvement of the experiment class was significantly higher than that of the control class, as indicated by the average of normalized gains (N-gain) for critical thinking skills of 60.18 and 29.30 and for creative thinking skills of 70.71 and 29.40, respectively for the experimental class and the control class. In addition, there is no significant correlation between the improvement of critical thinking skills and creative thinking skills in both the classes.
Dialogue Systems and Dialogue Management

Science.gov (United States)

2016-12-01

users) UNCLASSIFIED DST-Group-TR-3331 UNCLASSIFIED 1 1. Introduction The motivation behind an investigation into spoken dialogue systems lies with...characteristics can form the basis of a user model or motivate the use of an alternative dialogue strategy to cater for users based on what the system ...2007) in their use of POMDPs implicitly capture what system actions are desired by associating them with large positive rewards , and negative
[Development of critical thinking skill evaluation scale for nursing students].

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You, So Young; Kim, Nam Cho

2014-04-01

To develop a Critical Thinking Skill Test for Nursing Students. The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed. Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001). The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.
Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and Speaking Skill

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Iman, Jaya Nur

2017-01-01

The research was aimed to find out whether or not using debate significantly improved the students' critical thinking and speaking skill achievements and how much debate contributed to each aspect of critical thinking and speaking skill. A quasi-experimental study of non-equivalent pretest- posttest control group design was used in this research.…
Brokered dialogue: A new research method for controversial health and social issues.

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Parsons, Janet A; Lavery, James V

2012-07-02

Dialogue is a foundational feature of social life and an important way in which we come to understand one another. In situations of controversy dialogue is often absent because of a range of social barriers. We have developed a new film-based qualitative research method for studying controversial issues in healthcare and social policy. We call this method Brokered Dialogue. Theoretically informed by the traditions in narrative inquiry and visual anthropology, the method is premised on the idea that dialogue possesses features making it unique as a generator of new knowledge and opportunities for social intervention. Film is not only an extraordinarily rich data source, but an excellent medium for knowledge transfer and dissemination. The paper introduces the Brokered Dialogue method. We outline its critical steps, including the procedures for sampling, data collection and data analysis of both textual and visual data. Participants in a Brokered Dialogue engage in filmed interviews that capture their perspectives on a given topic; they then share their perspectives with, and pose questions of, one another through the medium of film. Using a participatory editing process, only footage that participants feel comfortable showing to others is incorporated. This technique offers participants a 'safe' space for respectful interaction. The editing process itself is analytic, and the final assembly of footage approximates a dialogue on the topic at hand. A link to a film produced from a project piloting the method is provided to demonstrate its real world application. Brokered Dialogue is a method for promoting respectful interactions among those with seemingly divergent views on a controversial topic and for discovering critical points of divergence that may represent pathways for improvement. While the end product is a 'film', the goal is to have these films used as catalysts for ongoing respectful dialogue and problem-solving concerning the topic at hand informing
Improving critical thinking : Effects of dispositions and instructions oneconomics students' reasoning skills

NARCIS (Netherlands)

Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2014-01-01

This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (. N=. 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation
Critical reflection and dialogical learning design: moving MOOCs beyond unidirectional transmission of content

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Kim Haagen Mathiesen

2016-11-01

Over a 5 week period we conducted a netnographic (Kozinet, 2015 mixed methods research of the MOOC Blended Learning Essentials (https://www.futurelearn.com/courses/blended-learning-gettingstarted/2. Contrary to the acclaimed potentials of MOOCs, our research showed a pronounced lack of dialogue and a high degree of what Freire (1996 calls “the banking concept of education,” entailing a high amount of one-way knowledge transmission (Hoem, 2006. To circumvent these tendencies, the paper presents a case analysis and design framework for moving MOOCs beyond “the banking concept of education” and towards dialogue in ways that support critical thinking; a high-level cognitive skill essential to higher education (Laurillard, 2012.
Lifeline dialogues with Roberta

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Lopez, A.; Ratni, A.; Trong, T.N.; Olaso, J.M.; Montenegro, S.; Lee, M.; Haider, F.; Schlogl, S.; Chollet, G.; Jokinen, K.; Petrovska-Delacretaz, D.; Sansen, H.; Torres, M.I.

2016-01-01

This paper describes work on dialogue data collection and dialogue system design for personal assistant humanoid robots undertaken at eNTERFACE 2016. The emphasis has been on the system's speech capabilities and dialogue modeling of what we call LifeLine Dialogues, i.e. dialogues that help people
Using Quantitative Literacy to Enhance Critical Thinking Skills in Undergraduate Nursing Students.

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Asknes, Edna

2017-04-01

Critical thinking and quantitative literacy (QL) are similarly grounded: both focus on analyzing and evaluating evidence, identifying implications and consequences, drawing inferences, and communicating information. This teaching strategy was based on those commonalities and was designed so that undergraduate nursing students would enhance their critical thinking skills as they used their QL skills. QL skills are most effective when taught, learned, and used to solve significant, pertinent problems. Using the principles of learner-centered, team-based learning, QL was integrated into the curriculum of the Maternal-Newborn Nursing course at an urban community college with a diverse student population. Students were engaged and demonstrated enhanced and ongoing development of their critical thinking and problem-solving skills. They also reported a better understanding of data interpretation and use. The positive outcome of this project revealed further opportunities for incorporating QL into nursing curricula and highlighted the need for research on the use of QL in nursing education. [J Nurs Educ. 2017;56(4):240-242.]. Copyright 2017, SLACK Incorporated.
Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

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Farah Qamar

2016-06-01

Full Text Available Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their learning. Similarly, critical thinking is highly valuable for the study of literature as it explicitly asked for learners’ beliefs, perceptions, and judgments in order to remove the ambiguity of thought. Perfection of thought can be achieved with the use of critical thinking skills while training of mind needs interaction between literary text and the reader as literature has the capacity to achieve mental traits specified to critical thinking. Accordingly, this report presents a relationship between critical thinking skills and English literature study along with reader response theory techniques considering that without the use of critical thinking skills and reader response theory, study of literature is haphazard hence for the application of reader response theory, literary text is inevitable. In essence, I aim to highlight the effectiveness of critical thinking skills for the study of literature while emphasizing the significance of reader response theory which is also inevitable for the study of literature and for the use of critical thinking skills.
Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

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Newton, Sarah E; Moore, Gary

2013-01-01

The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.
Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

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McDonald, Scott Douglas

2017-01-01

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and…
311 Developing Critical Thinking and Communication Skills in ...

African Journals Online (AJOL)

User

2012-01-24

Jan 24, 2012 ... educators as vital skills required for mastery of school subjects. However, it is observed ... thinking, communication competence and its importance for effective teaching and learning; teachers must learn to think critically and must ..... students should engage in a formal/informal discussion/debate activity on ...
Peer Educators in Critical Campus Discourse

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Voorhees, Rhondie; Petkas, Steven N.

2011-01-01

The Common Ground Multicultural Dialogue program in the Department of Resident Life at the University of Maryland is an innovative peer education program designed to teach skills for engagement through exploration of contemporary multicultural societal dilemmas. The Common Ground Dialogue Program was launched in 2000 to provide undergraduate…
Using Puppets to Provide Opportunities for Dialogue and Scientific Inquiry

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Liston, Maeve

2015-01-01

Talk, peer collaboration and exchanging ideas significantly contribute to a child's conceptual understanding in science (Howe, McWilliam and Cross, 2005). Dialogue helps children to clarify their thinking and to develop their capacity to reason, which are crucial scientific process skills (Mercer et al., 2004). One very effective way of supporting…
Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

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Radeloff, Cheryl L.; Bergman, Barbara J.

2009-01-01

Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to…

A Co-Creation Blended KM Model for Cultivating Critical-Thinking Skills

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Yeh, Yu-chu

2012-01-01

Both critical thinking (CT) and knowledge management (KM) skills are necessary elements for a university student's success. Therefore, this study developed a co-creation blended KM model to cultivate university students' CT skills and to explore the underlying mechanisms for achieving success. Thirty-one university students participated in this…
The Promotion of Critical Thinking Skills in School-Based Assessment (SBA)

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Kamarulzaman, Wirawani; Kamarulzaman, Wirawahida

2016-01-01

The new curriculum introduced in the Malaysian primary students; the Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah-KSSR) together with the school-based assessment (SBA) is a step taken by the Malaysian government to encourage thinking skills to students, specifically critical thinking skills. The study explores teachers'…
Assessing and developing critical-thinking skills in the intensive care unit.

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Swinny, Betsy

2010-01-01

A lot of resources are spent on the development of new staff in the intensive care unit (ICU). These resources are necessary because the environment in the ICU is complex and the patients are critically ill. Nurses need an advanced knowledge base, the ability to accurately define and change priorities rapidly, good communication and teamwork skills, and the ability to work in a stressful environment in order to succeed and give their patients quality care. Critical thinking helps the nurse to navigate the complex and stressful environment of the ICU. Critical thinking includes more than just nursing knowledge. It includes the ability to think through complex, multifaceted problems to anticipate needs, recognize potential and actual complications, and to expertly communicate with the team. A nurse who is able to think critically will give better patient care. Various strategies can be used to develop critical thinking in ICU nurses. Nurse leaders are encouraged to support the development of critical-thinking skills in less experienced staff with the goal of improving the nurse's ability to work in the ICU and improving patient outcomes.
Improvement of Student Critical Thinking Skills with the Natural Product Mini Project Laboratory Learning

Directory of Open Access Journals (Sweden)

Aliefman Hakim

2016-12-01

Full Text Available This research aims to investigate effect of learning using natural product mini project laboratory on students’ critical thinking skills. The research was conducted on sixth semester of 59 students of chemistry and chemistry education program from one of the state universities in West Nusa Tenggara, Indonesia in 2012/2013. This research revealed class where the student learn using natural product mini project laboratory had more critical thinking skills than those using verification laboratory. The average n-gain of critical thinking skills for experiment class was 0.58 while for the control class was 0.37. The highest n-gain in the experiment class was 0.70 for “deciding on an action (selecting criteria to judge possible solutions indicators”, while the smallest n-gain was 0.47 for “the making and judging value of judgments (balancing, weighing, and deciding indicators. We concluded that the natural product mini project laboratory was better than verification laboratory in improving the students’ critical thinking skills.
The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

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Syarkowi, A.

2018-05-01

The purpose of this study was to determine the effect of reading assignment in guided inquiry learning on senior high school students’ critical thinking skills. The research method which was used in this research was quasi-experiment research method with reading task as the treatment. Topic of inquiry process was Kirchhoff law. The instrument was used for this research was 25 multiple choice interpretive exercises with justification. The multiple choice test was divided on 3 categories such as involve basic clarification, the bases for a decision and inference skills. The result of significance test proved the improvement of students’ critical thinking skills of experiment class was significantly higher when compared with the control class, so it could be concluded that reading assignment can improve students’ critical thinking skills.
Brokered dialogue: A new research method for controversial health and social issues

Directory of Open Access Journals (Sweden)

Parsons Janet A

2012-07-01

Full Text Available Abstract Background Dialogue is a foundational feature of social life and an important way in which we come to understand one another. In situations of controversy dialogue is often absent because of a range of social barriers. We have developed a new film-based qualitative research method for studying controversial issues in healthcare and social policy. We call this method Brokered Dialogue. Theoretically informed by the traditions in narrative inquiry and visual anthropology, the method is premised on the idea that dialogue possesses features making it unique as a generator of new knowledge and opportunities for social intervention. Film is not only an extraordinarily rich data source, but an excellent medium for knowledge transfer and dissemination. Discussion The paper introduces the Brokered Dialogue method. We outline its critical steps, including the procedures for sampling, data collection and data analysis of both textual and visual data. Participants in a Brokered Dialogue engage in filmed interviews that capture their perspectives on a given topic; they then share their perspectives with, and pose questions of, one another through the medium of film. Using a participatory editing process, only footage that participants feel comfortable showing to others is incorporated. This technique offers participants a ‘safe’ space for respectful interaction. The editing process itself is analytic, and the final assembly of footage approximates a dialogue on the topic at hand. A link to a film produced from a project piloting the method is provided to demonstrate its real world application. Summary Brokered Dialogue is a method for promoting respectful interactions among those with seemingly divergent views on a controversial topic and for discovering critical points of divergence that may represent pathways for improvement. While the end product is a ‘film’, the goal is to have these films used as catalysts for ongoing respectful
Improving Undergraduates' Critical Thinking Skills through Peer-learning Workshops

Science.gov (United States)

Cole, S. B.

2013-12-01

Critical thinking skills are among the primary learning outcomes of undergraduate education, but they are rarely explicitly taught. Here I present a two-fold study aimed at analyzing undergraduate students' critical thinking and information literacy skills, and explicitly teaching these skills, in an introductory Planetary Science course. The purpose of the research was to examine the students' information-filtering skills and to develop a short series of peer-learning workshops that would enhance these skills in both the students' coursework and their everyday lives. The 4 workshops are designed to be easily adaptable to any college course, with little impact on the instructor's workload. They make use of material related to the course's content, enabling the instructor to complement a pre-existing syllabus while explicitly teaching students skills essential to their academic and non-academic lives. In order to gain an understanding of undergraduates' existing information-filtering skills, I examined the material that they consider to be appropriate sources for a college paper. I analyzed the Essay 1 bibliographies of a writing-based introductory Planetary Science course for non-majors. The 22 essays cited 135 (non-unique) references, only half of which were deemed suitable by their instructors. I divided the sources into several categories and classified them as recommended, recommended with caution, and unsuitable for this course. The unsuitable sources ranged from peer-reviewed journal articles, which these novice students were not equipped to properly interpret, to websites that cannot be relied upon for scientific information (e.g., factoidz.com, answersingenesis.org). The workshops aim to improve the students' information-filtering skills by sequentially teaching them to evaluate search engine results, identify claims made on websites and in news articles, evaluate the evidence presented, and identify specific correlation/causation fallacies in news articles
Training of Students’ Critical Thinking Skills through the implementation of a Modified Free Inquiry Model

Science.gov (United States)

Hadi, S. A.; Susantini, E.; Agustini, R.

2018-01-01

This research aimed at training students’ critical thinking skills through the implementation of a modified free inquiry learning model. The subjects of this research were 21 students of Mathematics Semester II. Using One-Group Pretest-Posttest Design, the data were analyzed descriptively using N-gain indicator. The results indicate that the modified free inquiry learning model was effective to train students’ critical thinking skills. The increase in the students’ critical thinking skills viewed from the value of N-Gain has a range of values with the categories of medium and high with a score between 0,25-0,95. Overall, the change in N-Gain score of each student and each indicator of critical thinking skills is as increasing with a moderate category. The increase of N-Gain value is resulted from the fact that the students were directly involved in organizing their learning process. These criteria indicate that the modified free inquiry learning model can be used to train students’ critical thinking skills on photosynthesis and cellular respiration materials. The results of this research are expected to be nationally implemented to familiarize students with andragogy learning style which places the students as the subjects of learning.
Cognitive disorders as sources of variation in dialogues

OpenAIRE

Petrone, Caterina; Sneed, Elisa; Schiattarella, Simona; De Bellis, Giovanna; Mahrt, Tim; Moreau, Noémie; Renié, Laurent

2017-01-01

International audience; Participating in a dialogic conversation requires complex skills for inter- and intra-personal coordination. During turn-taking, for instance, conversational partners have to rapidly agree on who speaks next and when. This requires that they start planning their utterances already when listening to their interlocutors. The present study investigates speech planning in French dialogues, by determining whether the size of the planning unit depends on speakers’ cognitive ...
Survey of Professional Opinion on Critical Transition Skills for Adolescents and Young Adults Who Are Deaf.

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Bullis, Michael; Reiman, John W.

1989-01-01

Surveyed national sample of 307 professionals in relevant fields to obtain professional opinion on critical competencies necessary for deaf individuals to live and work successfully in the community. Findings identified 12 critical skills in employment and 10 critical skills in independent living. (Author/NB)
Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

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Ismail

2018-01-01

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.
Moving beyond Assessment to Improving Students' Critical Thinking Skills: A Model for Implementing Change

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Haynes, Ada; Lisic, Elizabeth; Goltz, Michele; Stein, Barry; Harris, Kevin

2016-01-01

This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students' critical thinking skills and in the development of these skills within…
Criticism Ecology in a Dialogue with the Full Ecology Laudato si Papal Encyclical Itself - Caring for Common Home

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Jeaneth Nunes Stefaniak

2015-12-01

Full Text Available The environmental issue is on the agenda on the world, due to the ecological emergency that is becoming increasingly acute. In May 2015 the Pope Francisco publishes the encyclical called Laudato si: Caring for the Common House, in facing environmental issues, basing this ultimate crisis of humanity. The document assigns responsibility for environmental degradation to human activities, causing blunt criticism of the economic system, describes what he considers the most serious aspects of ecological degradation, demonstrates the ineffectiveness of gestated actions internationally to build a sustainable world for present and future generations and finally, proposes the construction of what he called integral ecology, joining the concepts of socio-environmentalism and eco-socialism rendering with these chains ecologists, a conceptual dialogue. This study aims to analyze the official document of the Catholic Church and highlight its work with the conclusions and proposals of critical ecology.
The Relationship between Campus Climate and the Teaching of Critical Thinking Skills in Community College Classrooms

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Simon, Thomas C.

2010-01-01

Although critical thinking skills are important for all citizens participating in a democratic society, many community college students appear to lack these skills. This study addressed the apparent lack of research relating critical thinking instruction to campus climate. Critical thinking theory and Moos's organizational climate theory served as…
Comparison of Critical Thinking Skills of Nurses in Japan, China and Samoa

OpenAIRE

Petrini, Marcia, A; Kawashima, Asako

2003-01-01

A comparison of crirical thinking skills of baccalaureate nursing students in Japan, Chine and Samoa was conducted to measure and compare the critical thinking abilities of nursing students based on the California Critical Thinking Disposition Inventory
Improving the critical thinking skills of junior high school students on Earth and Space Science (ESS) materials

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Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2018-05-01

Critical thinking skills need to be developed in students. With critical thinking skills, students will be able to understand the concept with more depth easily, be sensitive with problems that occur, understand and solve problems that occur in their surroundings, and apply the concepts in different situations. Earth and Space Science (ESS) material is part of the science subjects given from elementary school to college. This research is a test of research program with quantitative method. This study aims to investigate the improvement of critical thinking skills of students through training of science teachers in junior high school in designing learning media for teaching ESS. With samples of 24 science teachers and 32 students of grade 7th in junior high school which are chosen by purposive sampling in a school in Ogan Ilir District, South Sumatra, obtained average pre-test and post-test scores of students’ critical thinking skills are 52.26 and 67.06 with an average N-gain of 0.31. A survey and critical thinking skills based-test were conducted to get the data. The results show positive impact and an increase in students’ critical thinking skills on the ESS material.
Interreligious Dialogue: A Roman Catholic Perspective

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Gregory Baum

2011-01-01

Full Text Available To promote peace, justice and freedom in a deeply divided world, the Catholic Church at Vatican Council II promulgated the declaration Nostra aetate in 1965,expressing its respect for the world religions and recommending dialogue and cooperation with their followers. This was a startling event, since from its very beginning the Catholic Church, and in fact all the Christian Churches, wanted to convert the entire world to the Christian faith. Nostae aetate also transformed the relationship of the Catholic Church’s to Jews and Judaism. This innovative teaching has raised theological questions that have not yet been fully answered. A certain lack of clarity has allowed some conservative Catholics to pretend the Church has not changed its mind. The present paper examines the new teaching in regard to Judaism and the world religions and record the gradual turn to greater openness on the part of Cardinal Ratzinger/Benedict XVI. That interreligious dialogue is capable of transforming the participants. Since religions also have a dark side, at times legitimating unjust regimes or fostering contempt of outsiders, it will be argued that that interreligious dialogue must also listen to the critical thinkers of the Enlightenment.
Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

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Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

2012-01-01

Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…
Non-Technical Skills for Surgeons (NOTSS): Critical appraisal of its measurement properties.

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Jung, James J; Borkhoff, Cornelia M; Jüni, Peter; Grantcharov, Teodor P

2018-02-17

To critically appraise the development and measurement properties, including sensibility, reliability, and validity of the Non-Technical Skills of Surgeons (NOTSS) system. Articles that described development process of the NOTSS system were identified. Relevant primary studies that presented evidence of reliability and validity were identified through a comprehensive literature review. NOTSS was developed through robust item generation and reduction strategies. It was shown to have good content validity, acceptability, and feasibility. Inter-rater reliability increased with greater expertise and number of assessors. Studies demonstrated evidence of cross-sectional construct validity, in that the tool was able to differentiate known groups of varied non-technical skill levels. Evidence of longitudinal construct validity also existed to demonstrate that NOTSS detected changes in non-technical skills before and after targeted training. In populations and settings presented in our critical appraisal, NOTSS provided reliable and valid measurements of intraoperative non-technical skills of surgeons. Copyright © 2018 Elsevier Inc. All rights reserved.
Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

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Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N

2016-08-01

Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.

Measuring change in critical thinking skills of dental students educated in a PBL curriculum.

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Pardamean, Bens

2012-04-01

This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.
Critical appraisal skills training for health care professionals: a randomized controlled trial [ISRCTN46272378

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Ewings Paul E

2004-12-01

Full Text Available Abstract Introduction Critical appraisal skills are believed to play a central role in an evidence-based approach to health practice. The aim of this study was to evaluate the effectiveness and costs of a critical appraisal skills educational intervention aimed at health care professionals. Methods This prospective controlled trial randomized 145 self-selected general practitioners, hospital physicians, professions allied to medicine, and healthcare managers/administrators from the South West of England to a half-day critical appraisal skills training workshop (based on the model of problem-based small group learning or waiting list control. The following outcomes were assessed at 6-months follow up: knowledge of the principles necessary for appraising evidence; attitudes towards the use of evidence about healthcare; evidence seeking behaviour; perceived confidence in appraising evidence; and ability to critically appraise a systematic review article. Results At follow up overall knowledge score [mean difference: 2.6 (95% CI: 0.6 to 4.6] and ability to appraise the results of a systematic review [mean difference: 1.2 (95% CI: 0.01 to 2.4] were higher in the critical skills training group compared to control. No statistical significant differences in overall attitude towards evidence, evidence seeking behaviour, perceived confidence, and other areas of critical appraisal skills ability (methodology or generalizability were observed between groups. Taking into account the workshop provision costs and costs of participants time and expenses of participants, the average cost of providing the critical appraisal workshops was approximately £250 per person. Conclusions The findings of this study challenge the policy of funding 'one-off' educational interventions aimed at enhancing the evidence-based practice of health care professionals. Future evaluations of evidence-based practice interventions need to take in account this trial's negative findings
Development of critical thinking skills through distance learning in ...

African Journals Online (AJOL)

Interpersonal contact between the lecturers and students improves the development of critical thinking skills. The process is hampered by the geographical distance between the lecturers and the students in the case of distance education and learning. In many cases distance learning is, however, the only option.
Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

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Kettler, Todd

2014-01-01

Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…
Critical thinking skills in nursing students: a comparison between freshmen and senior students.

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Azizi-Fini, Ismail; Hajibagheri, Ali; Adib-Hajbaghery, Mohsen

2015-03-01

Critical thinking is one of the most important concepts in the field of education. Despite studies published on nursing students' critical thinking skills (CTS), some suggest that there is not enough evidence supporting the relationship between content of nursing education programs and nursing students' CTS. Given the existing discrepancies, this study aimed to compare the critical thinking skills of freshmen and senior nursing students. This comparative study was conducted on 150 undergraduate freshmen and senior nursing students in Kashan University of Medical Sciences, during 2012. The students in the first and the last semesters of their study in nursing were entered in the study using the census method. Data were collected using a questionnaire including questions on demographic data and the California Critical Thinking Skills Test, form B. Data analysis was performed using the SPSS v.13 software. Descriptive statistics were calculated. Moreover, independent sample t-test and Spearman and Pearson's correlation coefficients were used in the data analysis. Both the freshmen and senior nursing students had low CTS. The mean critical thinking scores were 11.79 ± 4.80 and 11.21 ± 3.17 for the freshmen and the senior students, respectively (P = 0.511). Moreover, no significant correlation was found between the students' score in CTS and their age, gender, high school grade point average (GPA), rank in university entrance examination (RUEE) and interest in the nursing profession. The students were low skilled in critical thinking and their CTS did not significantly change during their nursing degree. Thus it may be concluded that the nursing education program did not affect the CTS of its students. Longitudinal studies are suggested for assessing nursing students' critical thinking over time. Moreover, revising the curriculum and preparing nursing educators for implementing innovative and active teaching strategies are suggested.
Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary Students

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Emil C. Alcantara

2017-11-01

Full Text Available The study aimed to assess the academic performance, critical thinking skills, and problem solving skills in mathematics of Grade-7 students in the five central public secondary schools of Area 2, Division of Batangas, Philippines. This study utilized descriptive method of research. Three hundred forty one (341 students of the public secondary schools out of the total of 2,324 Grade-7 students were selected through systematic random sampling as the subjects of the study. It was found out that the level of performance in Mathematics of the Grade-7 students is proficient. The level of critical thinking skills of students from the different schools is above average as well as their level of problem solving skills. The mathematics performance of the students is positively correlated to their level of critical thinking skills and problem solving skills. Students considered the following learning competencies in the different content areas of Grade-7 Mathematics as difficult to master: solving problems involving sets, describing the development of measurement from the primitive to the present international system of units, finding a solution of an equation or inequality involving one variable, using compass and straightedge to bisect line segments and angles, and analyzing, interpreting accurately and drawing conclusions from graphic and tabular presentations of statistical data.
Ragnar Rommetveit's Approach to Everyday Spoken Dialogue from Within.

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Kowal, Sabine; O'Connell, Daniel C

2016-04-01

The following article presents basic concepts and methods of Ragnar Rommetveit's (born 1924) hermeneutic-dialogical approach to everyday spoken dialogue with a focus on both shared consciousness and linguistically mediated meaning. He developed this approach originally in his engagement of mainstream linguistic and psycholinguistic research of the 1960s and 1970s. He criticized this research tradition for its individualistic orientation and its adherence to experimental methodology which did not allow the engagement of interactively established meaning and understanding in everyday spoken dialogue. As a social psychologist influenced by phenomenological philosophy, Rommetveit opted for an alternative conceptualization of such dialogue as a contextualized, partially private world, temporarily co-established by interlocutors on the basis of shared consciousness. He argued that everyday spoken dialogue should be investigated from within, i.e., from the perspectives of the interlocutors and from a psychology of the second person. Hence, he developed his approach with an emphasis on intersubjectivity, perspectivity and perspectival relativity, meaning potential of utterances, and epistemic responsibility of interlocutors. In his methods, he limited himself for the most part to casuistic analyses, i.e., logical analyses of fictitious examples to argue for the plausibility of his approach. After many years of experimental research on language, he pursued his phenomenologically oriented research on dialogue in English-language publications from the late 1980s up to 2003. During that period, he engaged psycholinguistic research on spoken dialogue carried out by Anglo-American colleagues only occasionally. Although his work remained unfinished and open to development, it provides both a challenging alternative and supplement to current Anglo-American research on spoken dialogue and some overlap therewith.
An Ontology-Based Dialogue Management System for Banking and Finance Dialogue Systems

OpenAIRE

Altinok, Duygu

2018-01-01

Keeping the dialogue state in dialogue systems is a notoriously difficult task. We introduce an ontology-based dialogue manage(OntoDM), a dialogue manager that keeps the state of the conversation, provides a basis for anaphora resolution and drives the conversation via domain ontologies. The banking and finance area promises great potential for disambiguating the context via a rich set of products and specificity of proper nouns, named entities and verbs. We used ontologies both as a knowledg...
Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students.

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Heidari, Mohammad; Ebrahimi, Parvin

2016-10-01

Critical-thinking ability would enable students to think creatively and make better decisions and makes them make a greater effort to concentrate on situations related to clinical matters and emergencies. This can bridge the gap between the clinical and theoretical training. Therefore, the aim of the present study is to examine the relationship between critical-thinking ability and decision-making skills of the students of Emergency Medicine. This descriptive and analytical research was conducted on all the students of medical emergency students ( n = 86) in Shahrekord, Iran. The demographic information questionnaire, the California Critical Thinking Skills Test, and a decision-making researcher-made questionnaire were used to collect data. The data were analyzed by SPSS software version 16 using descriptive and analytical statistical tests and Pearson's correlation coefficient. The results of the present study indicate that the total mean score for the critical thinking was 8.32 ± 2.03 and for decision making 8.66 ± 1.89. There is a significant statistical relationship between the critical-thinking score and decision-making score ( P critical-thinking skills and decision-making ability are essential for medical emergency professional competence, the results of this study show that these skills are poor among the students.
Do occupational therapy and physical therapy curricula teach critical thinking skills?

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Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

2009-01-01

This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.
Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

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Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.
Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

OpenAIRE

Scott D McDonald

2017-01-01

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school stude...
The Correlation of Metacognition with Critical Thinking Skills of Grade XI Students on Human Excretion System Concept

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Dea Diella

2017-11-01

Full Text Available The aims of this study is to reveal metacognition and critical thinking skill of students grade XI, and also the correlation between metacognition with crititical thinking skill on human excretion system. The participants of this study consist of 100 students from grade XI of five different high schools in Tasikmalaya. Correlational method was used in this study. Instruments which used to obtain the data consist of metacognition test and critical thinking test. The students' metacognition was captured with the essay item related to the human excretion system concept. The multiple choice-reason item and essay item was used to capture the critical thinking skills. The results showed that students’ score at metacognition and critical thinking have a low average. The results also proved that metacognition has a positive correlation and moderately strong with critical thinking skills
The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

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Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…
The Effectiveness of the Socratic Method in Developing Critical Thinking Skills in English Language Learners

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Jensen, Roger D., Jr.

2015-01-01

Critical thinking skills are an important topic of the United States' education system. This study examines the literature on critical thinking skills and defines them. The study also explores one specific teaching and assessment strategy known as the Socratic Method. The five-week research study used the Socratic Method for developing critical…
Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning

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Fuad, Nur Miftahul; Zubaidah, Siti; Mahanal, Susriyati; Suarsini, Endang

2017-01-01

The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female…
Challenging homophobia and heterosexism through storytelling and critical dialogue among Hong Kong Chinese immigrant parents in Toronto.

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Wong, Josephine Pui-Hing; Poon, Maurice Kwong-Lai

2013-01-01

Homophobia and heterosexism are ubiquitous in Canadian society. They contribute to significant health and mental health disparities for lesbian, gay and bisexual youth and their families. Anti-homophobia efforts tend to focus on students and teachers at school. While these efforts are important, they do not reach parents, who play an important role in shaping young people's attitudes towards gender and sexuality. To eliminate bullying and victimisation associated with homophobia at school and in the community, concerted efforts are urgently needed to mobilise parents to become champions against homophobia and heterosexism. In this paper, we report on our use of storytelling and critical dialogue to engage a group of Hong Kong Chinese immigrant parents in Toronto to interrogate their values and assumptions about homosexuality. In particular, we illustrate how we use storytelling to create a liminal space whereby the narrators and listeners collaborate to create counter-discourses that challenge social domination and exclusion. We then discuss the implications of using a critical dialogical approach to integrate anti-homophobia efforts in community parenting programmes.
Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

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Nuryakin; Riandi

2017-02-01

A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.
Using a Dialogue System Based on Dialogue Maps for Computer Assisted Second Language Learning

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Choi, Sung-Kwon; Kwon, Oh-Woog; Kim, Young-Kil; Lee, Yunkeun

2016-01-01

In order to use dialogue systems for computer assisted second-language learning systems, one of the difficult issues in such systems is how to construct large-scale dialogue knowledge that matches the dialogue modelling of a dialogue system. This paper describes how we have accomplished the short-term construction of large-scale and…
Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

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Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

Social Class Dialogues and the Fostering of Class Consciousness

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Madden, Meredith

2015-01-01

How do critical pedagogies promote undergraduate students' awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students' class consciousness-raising in an…
Using case studies and videotaped vignettes to facilitate the development of critical thinking skills in new graduate nurses.

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Hooper, Barbara L

2014-01-01

Critical thinking skills are an essential component of nursing and crucial to nursing practice. Case studies with videotaped vignettes were used to help facilitate the development of critical thinking skills in new graduate nurses. Results revealed a statistically significant increase (p = .041) on the overall Health Sciences Reasoning Test score. It is essential for educators to be aware of educational strategies that can affect the development of critical thinking skills.
Models of Persuasion Dialogue

Science.gov (United States)

Prakken, Henry

This chapter1 reviews formal dialogue systems for persuasion. In persuasion dialogues two or more participants try to resolve a conflict of opinion, each trying to persuade the other participants to adopt their point of view. Dialogue systems for persuasion regulate how such dialogues can be conducted and what their outcome is. Good dialogue systems ensure that conflicts of view can be resolved in a fair and effective way [6]. The term ‘persuasion dialogue’ was coined by Walton [13] as part of his influential classification of dialogues into six types according to their goal. While persuasion aims to resolve a difference of opinion, negotiation tries to resolve a conflict of interest by reaching a deal, information seeking aims at transferring information, deliberationdeliberation wants to reach a decision on a course of action, inquiry is aimed at “growth of knowledge and agreement” and quarrel is the verbal substitute of a fight. This classification leaves room for shifts of dialogues of one type to another. In particular, other types of dialogues can shift to persuasion when a conflict of opinion arises. For example, in information-seeking a conflict of opinion could arise on the credibility of a source of information, in deliberation the participants may disagree about likely effects of plans or actions and in negotiation they may disagree about the reasons why a proposal is in one’s interest.
Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

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Runisah Runisah

2017-02-01

Full Text Available This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students’ mathematical critical thinking skills.
Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

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Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.
Critical race theory and the question of safety in dialogues on race ...

African Journals Online (AJOL)

On this foundation, the article moves on to consider the recommendations adduced by Leonardo and Porter (2010:147) and Sue (2013:666-669) as to how dialogues around race and racism can be enhanced. The article begins by contextualising its argument, followed by an overview of the guiding principles of CRT, ...
Shaping the Public Dialogue on Climate Change

Science.gov (United States)

Spitzer, W.; Anderson, J. C.

2012-12-01

In order to broaden the public dialogue about climate change, climate scientists need to leverage the potential of informal science education and recent advances in social and cognitive science. In the US, more than 1,500 informal science venues (science centers, museums, aquariums, zoos, nature centers, national parks, etc.) are visited annually by 61% of the population. Extensive research shows that these visitors are receptive to learning about climate change and trust these institutions as reliable sources. Given that we spend less than 5% of our lifetime in a classroom, and only a fraction of that is focused on science, informal science venues will continue to play a critical role in shaping public understanding of environmental issues in the years ahead. Public understanding of climate change continues to lag far behind the scientific consensus not merely because the public lacks information, but because there is in fact too much complex and contradictory information available. Fortunately, we can now (1) build on careful empirical cognitive and social science research to understand what people already value, believe, and understand; and then (2) design and test strategies for translating complex science so that people can examine evidence, make well-informed inferences, and embrace science-based solutions. The New England Aquarium is leading a national effort to enable informal science education institutions to effectively communicate the impacts of climate change and ocean acidification on marine ecosystems. This NSF-funded partnership, the National Network for Ocean and Climate Change Interpretation (NNOCCI), involves the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. We believe that skilled interpreters can serve as "communication strategists" by
Dialogue as interpersonal synergy

DEFF Research Database (Denmark)

Fusaroli, Riccardo; Raczaszek-Leonardi, Joanna; Tylén, Kristian

2014-01-01

What is the proper unit of analysis in the psycholinguistics of dialogue? While classical approaches are largely based on models of individual linguistic processing, recent advances stress the social coordinative nature of dialogue. In the influential interactive alignment model, dialogue is thus...... of individual cognitive systems but must be approached also at the interpersonal level. From such a perspective follows a number of new predictions: beyond simple synchrony, dialogue affords complementary dynamics, constrained by contextual sensitivity and functional specificity. We substantiate our arguments...
ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

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Dede Parsaoran Damanik

2013-06-01

Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.
Public Understanding of Science in turbulent times III: Deficit to dialogue, champions to critics.

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Smallman, Melanie

2016-02-01

As part of the 20th Anniversary of the Public Understanding of Science journal, the journal has been reflecting on how the field and journal have developed. This research note takes a closer look at some of the trends, considering the journal's 50 most cited papers and using IRaMuTeQ, an open-source computer text analysis technique. The research note presents data that show that the move within public engagement from deficit to dialogue has been followed by a further shift from championing dialogue to criticising its practice. This shift has taken place alongside a continued, but changing, interest in media coverage, surveys and models of public understanding. © The Author(s) 2014.
Developing Globally Minded, Critical Media Literacy Skills

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Jason Harshman

2017-05-01

Full Text Available The transnational movement of people and ideas continues to reshape how we imagine places and cultures. Considering the volume of information and entertainment delivered and consumed via mass media, global educators are tasked with engaging students in learning activities that help them develop skill sets that include a globally minded, critical media literacy. Grounded in cultural studies and framed by Andreotti’s (2006 theory of critical GCE and Appadurai’s (1996 concept of mediascapes, this article examines how eleven global educators in as many countries used films to teach about what they considered to be the “6 C’s” of critical global media literacy: colonialism, capitalism, conflict, citizenship, and conscientious consumerism. How global educators foster globally minded, critical media literacy in their classrooms, the resources they use to teach about perspectives too often marginalized in media produced in the Global North, and how educating students about media informs action within global citizenship education is discussed. Findings from the study revealed that the opportunities to interact with fellow educators around the world inspired teacher’s to revisit concepts such as interconnectedness and crosscultural learning, along with shifts in thinking about how to teach media literacy by analyzing the coded messages present in the resources they use to teach about the world.
The role of critical thinking skills and learning styles of university students in their academic performance

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ZOHRE GHAZIVAKILI

2014-07-01

Full Text Available Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant
How ineffective family environments can compound maldevelopment of critical thinking skills in childhood abuse survivors.

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Kostolitz, Alessandra C; Hyman, Scott M; Gold, Steven N

2014-01-01

The high stress of childhood abuse is associated with neurobiological detriments to executive function. Child abuse survivors may also be cognitively and relationally disadvantaged as a result of being raised in emotionally impoverished families that lack cohesion, organization, flexibility, self-expression, and moral and ethical values and fail to provide opportunities for effective learning. A review of literature demonstrates how dysfunctional family of origin environments common to child abuse survivors, concomitant with the extreme stress of overt acts of abuse, can act as a barrier to the development of higher-order critical thinking skills. The article concludes by discussing ramifications of critical thinking skill deficits in child abuse survivors and highlights the importance of integrating and prioritizing critical thinking skills training in treatment.
The Bible and ethics: Pathways for dialogue

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Volker Rabens

2017-05-01

Full Text Available The potential relevance of biblical ethics for today is a contested issue. What is the significance of individual ethical texts of the Bible, and how – if at all – can they be dialogue partners for the ethical discourses of the 21st century? This article suggests and discusses a number of interpretative steps on the way towards a fruitful dialogue between the biblical text and contemporary concerns of religious-ethical life. After some introductory remarks on the use of the Bible in a Christian context, the article submits six different parameters of practical hermeneutics in two sections: 1. Text and culture; and 2. Text and canon. From the perspective of the parameter of canonical centrality, for example, it is argued that the biblical narrative of love, as it culminates in the gospel of Jesus Christ, stands out as a primus inter pares reference point for the dialogue between biblical ethics and ethics today. In the course of a nuanced discussion of these hermeneutical parameters, the article also provides a critical review of a number of alternative proposals on the relationship of the Bible and ethics.
Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study.

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Yuan, Haobin; Kunaviktikul, Wipada; Klunklin, Areewan; Williams, Beverly A

2008-03-01

A quasi-experimental, two-group pretest-post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills.
A Review on Developing Critical Thinking Skills through Literary Texts

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Noraini Ahmad Shukri

2015-04-01

Full Text Available Many ESL instructors are generally in agreement with the belief that it is essential that students should be assisted in developing critical thinking skills while being engaged in their language learning process especially those learning the target language at higher level (Stern, 1985; Dickinson, 1991; McKay, 2001; Terry, 2007; Van, 2009; Odenwald, 2010. As it enables language learners to engage in a more purposeful and self-regulatory in judgment, helping them in their evaluation of the arguments of others and of their own, coming to well-reasoned resolutions to any complex problems and to be able to resolve conflicts encountered in their daily lives. Critical thinking requires them to be actively involved in their own learning process as they attempt to individually understand and apply the information they are exposed to during the classroom interaction (Landsberger, 1999; Tung & Chang, 2009. The many advantageous and feasibility of teaching instruction that incorporates the study of literature in the ESL classroom which suggests that literature texts, if correctly chosen and instructed, can prove to be beneficial to ESL students’ overall level of literacy and critical thinking skills. Numerous empirical researches also asserted that literary texts that are authentic, enjoyable, and motivating would naturally increase both their knowledge of the target language patterns and cultural awareness. Keywords: Critical thinking, ESL classroom, literature, literary text
The role of critical thinking skills and learning styles of university students in their academic performance.

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Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

2014-07-01

The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pstudents with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (pskills and deductive reasoning had significant
The role of critical thinking skills and learning styles of university students in their academic performance

Science.gov (United States)

GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

2014-01-01

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pcritical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (pcritical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated
University Applicants' Critical Thinking Skills: The Case of the Finnish Educational Sciences

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Utriainen, Jukka; Marttunen, Miika; Kallio, Eeva; Tynjälä, Päivi

2017-01-01

This study investigates the quality of the critical thinking skills of applicants (n = 77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant's age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the…
Dialogue on ‘Dialogic Education’: Has Rupert gone over to ‘the Dark Side’?

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Eugene Matusov

2014-02-01

Full Text Available This email dialogue that we record and report here between Eugene Matusov and Rupert Wegerif, exemplifies Internet mediated dialogic education. When Eugene emailed Rupert with his initial (misunderstanding of Rupert's position about dialogic pedagogy Rupert felt really motivated to reply. Rupert was not simply motivated to refute Eugene and assert his correctness, although Rupert is sure such elements enter into every dialogue, but also to explore and to try to resolve the issues ignited by the talk in New Zealand. Through this extended dialogue Rupert's and Eugene's positions become more nuanced and focussed. Rupert brings out his concern with the long-term and collective nature of some dialogues claiming that the – "dialogue of humanity that education serves is bigger than the interests of particular students and particular teachers.…" – and so he argues that it is often reasonable to induct students into the dialogue so far so that they can participate fully. On the other hand, Eugene's view of dialogue seems more focussed on personal responsibility, particular individual desires, interests and positions, individual agency and answering the final ethical "damned questions" without an alibi-in-being. Rupert claims that dialogic education is education FOR dialogue and Eugene claims that dialogic education is education AS dialogue. Both believe in education THROUGH dialogue but education through dialogue is not in itself dialogic education. For Rupert dialogic education can include ‘scaffolding’ for full participation in dialogue as long as dialogue is the aim. For Eugene dialogic education has to be a genuine dialogue and this means that a curriculum goal cannot be specified in advance because learning in a dialogue is always emergent and unpredictable. Our dialogue-disagreement is a relational and discursive experiment to develop a new genre of academic critical dialogue. The dialogue itself called to us and motivated us and flowed

Spoken Dialogue Systems

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Jokinen, Kristiina

2009-01-01

Considerable progress has been made in recent years in the development of dialogue systems that support robust and efficient human-machine interaction using spoken language. Spoken dialogue technology allows various interactive applications to be built and used for practical purposes, and research focuses on issues that aim to increase the system's communicative competence by including aspects of error correction, cooperation, multimodality, and adaptation in context. This book gives a comprehensive view of state-of-the-art techniques that are used to build spoken dialogue systems. It provides
An information communication technology based approach for the acquisition of critical thinking skills.

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Pucer, Patrik; Trobec, Irena; Žvanut, Boštjan

2014-06-01

Both academics and practitioners agree that critical thinking skills are necessary to provide safe and comprehensive nursing care. In order to promote the development of critical thinking, nurse educators need to keep the teaching/learning process captivating and interesting using active learning environments. These can be implemented by using modern information and communication technologies that are simple, fun, and time and cost effective. The goal of our study was to design and test an approach, which allows individual and fast acquisition of critical thinking skills with the use of information and communication technology. A combination of qualitative and quantitative research design was implemented. The study consisted of a quasi-experiment (phases 1-3): (1) pre-test discussion board, (2) use of e-contents based on the presented approach, and (3) post-test discussion board. The participants' opinion about the presented approach was identified in phase 4. The study was performed in May 2012 during the course "Ethics and Philosophy in Nursing" at the Faculty of Health Sciences, University of Primorska, Slovenia. Forty first-year undergraduate nursing students. Qualitative analysis of the discussion boards (phases 1, 3) and an anonymous survey with open- and closed-ended questions (phase 4). Qualitative analysis of the discussion boards showed a significant (pcritical thinking skills. Repeated confirmation of the validity of the presented approach through methodological triangulation represents a strong indication that the presented approach is a valuable tool to develop nursing students' critical thinking skills. Copyright © 2014 Elsevier Ltd. All rights reserved.
Comparison of Concept Mapping and Conventional Teaching Methods on Critical Thinking Skills of Nursing Students

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Masoumeh Delaram

2017-06-01

Full Text Available Background and Objective: Development of critical thinking and practical skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lectures as the dominant method used in higher education system is a passive style which ignores critical thinking. Therefore, the aim of this study was to compare the effect of instruction by Concept-Mapping and conventional Method on critical thinking skills of nursing students. Materials and Methods:This quasi-experimental study was carried out on 70 nursing students of Tehran Nursing and Midwifery schoolwho were selected through convenient sampling method, then were divided randomly into the two equal Experimental and Control groups. Educational content was presented in the form of Concept-Mapping in the Experimental group and Lecture,Demonstration and Practicalexercises in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B questionnairewhich was completed at the beginning and at the end of the fourth week of Instructional period. Data were analyzed using SPSS software (V: 21, descriptive and analytical Statistics; at the significant level P<0.05. Results: Before the intervention, the mean of critical thinking skill score was 9.71±2.66 in concept mapping group and 9.64 ± 2.14 in conventional group and the difference was not significant (P=0.121, but after the intervention, a significant difference was found between the intervention and conventionalgroup (15.20±2.71 vs 10.25±2.06, P=0.003. Conclusion: Using Concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. So it is recommended to usethis method in clinical nursing education.
Critical Thinking: The Development of an Essential Skill for Nursing Students

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Papathanasiou, Ioanna V.; Kleisiaris, Christos F.; Fradelos, Evangelos C.; Kakou, Katerina; Kourkouta, Lambrini

2014-01-01

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. Th...
A Study on the Link between Moral Judgment Competences and Critical Thinking Skills

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Samanci, Nilay Keskin

2015-01-01

Although many studies have established a direct link between moral judgment competences and critical thinking skills, none has been found to reveal the nature of the link between these two skills in the national and international literature. The present study looked at biology and primary education teacher candidates' moral judgment and critical…
Handbook of Research on Creative Problem-Solving Skill Development in Higher Education

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-solving. This has prompted institutions of higher education to implement new pedagogical methods such as problem-based and case-based education. The Handbook of Research on Creative Problem-Solving Skill Development in Higher Education is an essential, comprehensive collection of the newest research in higher...... education, creativity, problem solving, and pedagogical design. It provides the framework for further research opportunities in these dynamic, necessary fields. Featuring work regarding problem-oriented curriculum and its applications and challenges, this book is essential for policy makers, teachers......Developing students’ creative problem-solving skills is paramount to today’s teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce. In today’s knowledge economy, workers must be able to participate in creative dialogue and complex problem...
Stakeholder Dialogue as Deliberation for Decision Making in Health Policy and Systems: The Approach from Argumentation Theory.

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Rubinelli, Sara; von Groote, Per Maximilian

2017-02-01

The literature on knowledge translation and dissemination in health care highlights the value of the stakeholder dialogue, namely, a structured process where stakeholders interact to identify the best solution to a given problem. By analyzing the stakeholder dialogue as a form of deliberative argumentation, this article identifies those factors that may hinder or facilitate reaching agreement among stakeholders on options to target problems. Conceptual analysis based on the descriptive and evaluation methods of argumentation theory. When stakeholders have a difference of opinion, confrontation alone does not lead to agreement. A normative model of critical discussion is needed to facilitate stakeholders in reaching this agreement and to prevent barriers to it that can result from personal factors (e.g., attitude and beliefs) or communication moves. This type of dialogue requires a training of stakeholders about the preconditions of argumentation and its different stages. The figure of the moderator is crucial in ensuring that the dialogue fulfills standards of reasonableness. This article offers a reading of the stakeholder dialogue rooted in the tradition of critical thinking. It instructs on how to promote a collaborative exchange among stakeholders as a way to go beyond any expression of views.
Let’s Talk Critical. Development and Evaluation of a Communication Skills Training Program for Critical Care Fellows

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Hsieh, S. Jean; Howes, Jennifer M.; Keene, Adam B.; Fausto, James A.; Pinto, Priya A.; Gong, Michelle Ng

2015-01-01

Rationale: Although expert communication between intensive care unit clinicians with patients or surrogates improves patient- and family-centered outcomes, fellows in critical care medicine do not feel adequately trained to conduct family meetings. Objectives: We aimed to develop, implement, and evaluate a communication skills program that could be easily integrated into a U.S. critical care fellowship. Methods: We developed four simulation cases that provided communication challenges that critical care fellows commonly face. For each case, we developed a list of directly observable tasks that could be used by faculty to evaluate fellows during each simulation. We developed a didactic curriculum of lectures/case discussions on topics related to palliative care, end-of-life care, communication skills, and bioethics; this month-long curriculum began and ended with the fellows leading family meetings in up to two simulated cases with direct observation by faculty who were not blinded to the timing of the simulation. Our primary measures of effectiveness were the fellows’ self-reported change in comfort with leading family meetings after the program was completed and the quality of the communication as measured by the faculty evaluators during the family meeting simulations at the end of the month. Measurements and Main Results: Over 3 years, 31 critical care fellows participated in the program, 28 of whom participated in 101 family meeting simulations with direct feedback by faculty facilitators. Our trainees showed high rates of information disclosure during the simulated family meetings. During the simulations done at the end of the month compared with those done at the beginning, our fellows showed significantly improved rates in: (1) verbalizing an agenda for the meeting (64 vs. 41%; Chi-square, 5.27; P = 0.02), (2) summarizing what will be done for the patient (64 vs. 39%; Chi-square, 6.21; P = 0.01), and (3) providing a follow-up plan (60 vs. 37%; Chi
Cultural hegemony? Educators? perspectives on facilitating cross-cultural dialogue

OpenAIRE

Zaidi, Zareen; Verstegen, Dani?lle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

Background: We live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with c...
Dialogue Research

DEFF Research Database (Denmark)

Duelund, Peter

1991-01-01

Departing from Anthony Giddens´s theory of structuration and the concept double hermeneutics and Jürgen Habermas´s Theory of Communicative Actions the article specifies theories and methods af dialogue as method in the humanities and social sciences. The article concludes by pointing at dialogues...... as a new theoretical, methodological and empirical research concept i an society where the traditional planning instruments have failed....
Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills

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Van Camp, Debbie; Van Camp, Wesley

2013-01-01

Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students'…
Creative and Critical Thinking Skills in Problem-Based Learning Environments

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Birgili, Bengi

2015-01-01

Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today's requirements is that individuals should approach everyday problems by using both competences. So, one of the…
Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?

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Loes, Chad; Pascarella, Ernest; Umbach, Paul

2012-01-01

This study analyzed data from the Wabash National Study of Liberal Arts Education to estimate the unique effects of exposure to classroom diversity and involvement in interactional diversity on growth in critical thinking skills during the first year of college. Net of important confounding influences, neither classroom nor interactional diversity…
Thinking skills in the context of Formal Logic, Informal Logic and Critical Thinking19

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Pieter van Veuren

1995-03-01

Full Text Available The aim of this essay is to explore the concept of thinking skills in three different contexts, i.e. Formal Logic, Informal Logic and Critical Thinking. The essay traces some contemporary historical connections between these approaches and illustrates differences and overlap between them by referring to the content pages of textbooks which are representative of the different approaches. In evaluating the historical developments sketched in the essay, the conclusion is reached that the open and pragmatic way in which Critical Thinking handles the topic of thinking skills has advantages for interdisciplinary contact and cooperation. However, this pragmatic approach also has a possible downside: the concept of thinking skills can become so vague as to be of no use.
Investigating Pre-Service Science Teachers' Critical Thinking Dispositions and Problem Solving Skills in Terms of Different Variables

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Yenice, Nilgun

2011-01-01

This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…
Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?

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Zygmont, Dolores M; Schaefer, Karen Moore

2006-01-01

The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.
Critical Emergency Medicine Procedural Skills: A Comparative Study of Methods for Teaching and Assessment.

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Chapman, Dane M.; And Others

Three critical procedural skills in emergency medicine were evaluated using three assessment modalities--written, computer, and animal model. The effects of computer practice and previous procedure experience on skill competence were also examined in an experimental sequential assessment design. Subjects were six medical students, six residents,…
Critical thinking dispositions and skills of senior nursing students in associate, baccalaureate, and RN-to-BSN programs.

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Shin, Kyungrim; Jung, Duk Yoo; Shin, Sujin; Kim, Myoung Soo

2006-06-01

This study investigated the critical thinking dispositions and skills of senior nursing students. Study participants were students enrolled in associate (n = 137), baccalaureate (n = 102), and RN-to-BSN (n = 66) programs accredited by the Korean Ministry of Education. The California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used. A comparison of the CCTDI scores revealed a statistically significant difference between the students enrolled in different programs (F = 4.159, p = 0.017), as did a comparison of the CCTST scores (F = 24.205, p critical thinking skills to make the decisions required of them in their nursing practice. In line with this, when conducting a survey of the effectiveness of nursing education, the necessity of critical thinking skills cannot be overlooked. In fact, the National League for Nursing Accrediting Commission (NLNAC) (1999) and American Association of Colleges of Nursing (AACN) (1998) require the concept of critical thinking be included as one of the core elements of curricula and that it be measured as an outcome when evaluating nursing education. In 1998, during the evaluation of colleges of nursing conducted by the South Korean Council for University Education, several universities presented the fostering of critical thinking as one of the terminal learning goals of nursing education based on the idea that critical thinking is important not only in the nursing workplace, but also in nursing education. To evaluate the effectiveness of Korea's current nursing education curriculum, focus was placed on current students in South Korea's three systems of nursing education. Each curriculum's effectiveness can be evaluated by indexing critical thinking dispositions and skills. This article intends to offer insight into the first steps necessary in reorganizing nursing education by comparing these evaluations of each of the three systems. To this end, we conducted a comparative
Dialogue as Data in Learning Analytics for Productive Educational Dialogue

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Knight, Simon; Littleton, Karen

2015-01-01

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances…
Assessing Knowledge in Dialogue

DEFF Research Database (Denmark)

Tackney, Charles T.; Strømgren, Ole; Sato, Toyoko

2013-01-01

The Synopsis–Based Oral Examination (S–BOE) is described as deployed in international management education programs in a Danish business school. It assesses students in light of specified learning objectives through time–constrained presentation and dialogue. The format is premised on prior...... submission of a synopsis, although the synopsis has no bearing on grade assessment. Practitioner experience and student feedback suggest that students experience this type of examination as an important learning experience, in itself, in addition to testing course–related knowledge. We reviewed the current...... epistemological basis for grading, providing a critical realism corrective to enhance assessment and appropriation of this exam format....

The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

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Sukaesih, S.; Sutrisno

2017-04-01

The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.
Developing Critical and Historical Thinking Skills in Middle Grades Social Studies

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Waring, Scott M.; Robinson, Kirk S.

2010-01-01

The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.
Inter-Religious Dialogue Models in Malaysia

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Wan Sabri Wan Yusof

2012-06-01

Full Text Available Over the years, many organizations have involved in the implementation of inter-religious dialogue in Malaysia. However, there are stillthose who doubt the role and purpose of interreligious dialogue. This might be due to lack of information and understanding regardingthe methodology of dialogue and also about different types that it may take. The present study is aimed at exploring a few models ofinter-religious dialogue that have been practised by some organizations that actively involved in dialogue. The study focuses on a review of selected organizational or institutional dialoguemodels such as Center for Civilizational Dialogue (CCD, Students Representative Council of Malaysia Science University (HealthCampus and Inter-faith Spiritual Fellowship (INSaF. This study provides information concerning the various designs of inter-religiousdialogue model in Malaysia and proposes that different designs of inter-religious dialogue rely on its different types and goals. It is found that, the commonly practiced type of dialogue in Malaysia is educational type which focuses on exploring inter-religious commonalities as well as differences which consequently willincrease understanding and foster meaningful engagement between people of different ethnic and religious background in Malaysia. Thistype of dialogue is distinguished from conflict resolution types of dialogue which aims at identifying issues and generating action plansto conflicts or disputes.
Racial Inequality in Critical Thinking Skills: The Role of Academic and Diversity Experiences

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Roksa, Josipa; Trolian, Teniell L.; Pascarella, Ernest T.; Kilgo, Cindy A.; Blaich, Charles; Wise, Kathleen S.

2017-01-01

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills…
Building a scholar in writing (BSW): A model for developing students' critical writing skills.

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Bailey, Annette; Zanchetta, Margareth; Velasco, Divine; Pon, Gordon; Hassan, Aafreen

2015-11-01

Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills. Copyright © 2015 Elsevier Ltd. All rights reserved.
Humanising Coursebook Dialogues

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Timmis, Ivor

2016-01-01

In this article, I argue that the most important thing about coursebook dialogues is not whether they are "authentic" or "inauthentic" but whether they are "plausible" as human interaction and behaviour. Coursebook dialogues are often constructed as vehicles for various kinds of language work and even sometimes as…
Formal systems for persuasion dialogue

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Prakken, Henry

This article reviews formal systems that regulate persuasion dialogues. In such dialogues two or more participants aim to resolve a difference of opinion, each trying to persuade the other participants to adopt their point of view. Systems for persuasion dialogue have found application in various
Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

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Jahir Aguirre Morales

2011-12-01

Full Text Available This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational topics from a critical point of view. This experience has guided us to help pre-service teachers acquire skills to eventually become critical educators of the future.
Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?

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Iordanou, Kalypso

2013-01-01

Arguing on the computer was used as a method to promote development of face-to-face argumentation skills in middle schoolers. In the study presented, sixth graders engaged in electronic dialogues with peers on a controversial topic and in some reflective activities based on transcriptions of the dialogues. Although participants initially exhibited…
From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

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Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

2017-04-01

Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.
Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms

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DeTemple, Jill; Sarrouf, John

2017-01-01

This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the…
Developing Critical Thinking Skills for Effective Communication : Citizenship Education and an Experimental English Lesson

OpenAIRE

KATO, Yuko

2009-01-01

Promoting critical thinking skills is one of several important learning skills necessary for effective communication in English. These abilities are crucial in developing the students' wider views of the world, working with others, and finding out better ideas and solutions. This study describes some key characteristics of these skills and how they are introduced in Citizenship Education in England and in Scandinavian countries. In addition, an experimental English lesson aiming at developing...
Process Memos: Facilitating Dialogues about Writing between Students and Instructors

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Parrott, Heather Macpherson; Cherry, Elizabeth

2015-01-01

We have created a new teaching tool--process memos--to improve student writing. Process memos are guided reflections submitted with scaffolded assignments that facilitate a written dialogue between students and instructors about the process of writing. Within these memos, students critically assess available teaching tools, discuss their writing…
Perceptions of Field Instructors: What Skills are Critically Important inManaged Care and Privatized Environments?

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Michael N. Kane

2000-12-01

Full Text Available There is an increasing demand for social work practitioners to work in managed care and privatized environments. In an attempt to build social work curriculum and identify important competencies needed in contemporary service environments, researchers investigated South Florida field instructors’ (N=79 perceptions of necessary knowledge and skill to work in environments affected by privatization and managed care. This study’s findings indicate that field instructors (98% identified documentation as the most critically important skill for any social work position. Additionally, respondents identified intervention evaluation (95%, time focused and needs-based assessments strategies (94%, and evaluation of progress through outcome measures (94% as other critically important skills for current and future practitioners.
Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

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Coker, Patty

2010-01-01

This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.
A Model for Developing Improvements to Critical Thinking Skills across the Community College Curriculum

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McGarrity, DeShawn N.

2013-01-01

Society is faced with more complex problems than in the past because of rapid advancements in technology. These complex problems require multi-dimensional problem-solving abilities that are consistent with higher-order thinking skills. Bok (2006) posits that over 90% of U.S. faculty members consider critical thinking skills as essential for…
Tracing the evolution of critical evaluation skills in students' use of the Internet.

OpenAIRE

Blumberg, P; Sparks, J

1999-01-01

This paper documents the evolving uses of the Internet made by public health graduate students and traces the development of their search methods and critical evaluative criteria. Early in the first semester and again six months later, twenty-four graduate students in a problem-based learning curriculum, which emphasizes evidence-based critical thinking skills, were required to describe their most helpful resources and to evaluate these resources critically. The answers were coded for the typ...
The Process of Collaborative Concept Mapping in Kindergarten and the Effect on Critical Thinking Skills

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Sundararajan, NarayanKripa; Adesope, Olusola; Cavagnetto, Andy

2017-01-01

To develop and nurture critical thinking, students must have opportunities to observe and practice critical thinking in the classroom. In this parallel mixed method classroom study, we investigate the role of collaborative concept mapping in the development of kindergarten learners' critical thinking skills of analysis and interpretation over a…
Students’ Critical Mathematical Thinking Skills and Character:Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based

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Anderson L. Palinussa

2013-01-01

Full Text Available This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students’ critical mathematical thinking skills and character through realistic mathematics education (RME culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students’ early math skills test, critical thinking skills mathematical test and perception scale of students’character. Data was analyzed by using t-test and Anova. The study found that: 1 Achievements and enhancement of students’ critical mathematical thinking skills who were treated with by realistic mathematics education is better then students’ skills were treated by conventional mathematics education. The differences are considered to: a overall students, b the level of early math skills, and c schools’ level; 2 Quality of students’ character who were treated by realistic mathematics education is better then students’ character who were treated by conventional mathematics education The differences are considered to: a overall students, b the level of early math skills, and c schools’ level Keywords: Critical Thinking, Students’ Character, Realistic Mathematics Education Culture-Based DOI: http://dx.doi.org/10.22342/jme.4.1.566.75-94
Promoting critical thinking and academic writing skills in nurse education.

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Borglin, Gunilla

2012-07-01

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.

Development of Authentic Assessment instruments for Critical Thinking skills in Global Warming with a Scientific Approach

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R. Surya Damayanti

2017-12-01

Full Text Available This study aims to develop an authentic assessment instrument to measure critical thinking skills in global warming learning and to describe the suitability, easiness, and usefulness of the use instruments which are developed base on the teacher’s opinion. The development design is carried out by Borg & Gall (2003 development model, which is conducted with seven stages: information gathering stage, planning stage, product development stage, product test stage, product revision stage, field trial stage, and final product. The test subjects are students and teachers in SMA Lampung Tengah by using purposive sampling technique. Global warming learning using authentic assessment consists of a series of learning activities, including observing, discussing, exploring, associating and communicating. The results show the authentic assessment techniques global warming to measure and cultivate critical thinking skills consisting of written tests, performance, portfolios, projects, and attitudes. The developed assessment model meets content and constructs validity, and effectively improves students' critical thinking skills and has a high level of suitability, easiness, and usefulness well-being. The assessment techniques are used in global warming learning are performance assessment techniques, portfolios, projects, products, and attitude that together contribute to the improvement of critical thinking skills on 97,4% of global warming learning.
The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

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Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

2018-05-01

The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.
Critical Thinking Skills for Rehabilitation Professionals in the 21st Century

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Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha

2010-01-01

Critical thinking (CT) is an essential tool for rehabilitation professionals in the 21st century. Well developed CT skills are indicated for rehabilitation professionals in the new century to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…
The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

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Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…
Evaluation of Listening Skill of ELT Textbook at Secondary School Level

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Mumtaz Ahmed

2015-06-01

Full Text Available Textbook evaluation means development of textbook that is based on rigorous research. In Pakistan text books are designed on communicative language teaching which focuses on communication. Morley (1991 has asserted that listening has a critical role in communication and in language acquisition because the better the students understand, the better they will be able to speak. In our text books, listening practices (text and activities are missing, and listening plays a secondary role as compared to speaking, as it is part of oral work that are dialogues and role play, neglecting that during conversation in English our students face hurdles in quick thinking and accurate predicting because of ignoring listening skill which help in learning sound, rhythm, intonation, pronunciation, vocabulary and grammatical details. The researchers’ intention here is to put different views on importance of listening skill and to evaluate English Text Books prescribed in Punjab government school whether they contain listening material, corresponding activities and related audio video material in text books. Keywords: Evaluation, listening skill, ELT, textbook, Punjab Textbook Board (PTB
Effect of training problem-solving skill on decision-making and critical thinking of personnel at medical emergencies

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Heidari, Mohammad; Shahbazi, Sara

2016-01-01

Background: The aim of this study was to determine the effect of problem-solving training on decision-making skill and critical thinking in emergency medical personnel. Materials and Methods: This study is an experimental study that performed in 95 emergency medical personnel in two groups of control (48) and experimental (47). Then, a short problem-solving course based on 8 sessions of 2 h during the term, was performed for the experimental group. Of data gathering was used demographic and researcher made decision-making and California critical thinking skills questionnaires. Data were analyzed using SPSS software. Results: The finding revealed that decision-making and critical thinking score in emergency medical personnel are low and problem-solving course, positively affected the personnel’ decision-making skill and critical thinking after the educational program (P problem-solving in various emergency medicine domains such as education, research, and management, is recommended. PMID:28149823
Nursing care plans versus concept maps in the enhancement of critical thinking skills in nursing students enrolled in a baccalaureate nursing program.

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Sinatra-Wilhelm, Tina

2012-01-01

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.
The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

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Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2015-01-01

The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and
Intercultural Identity and Inter-Religious Dialogue: A Holy Place to Be?

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Wolf, Alain

2012-01-01

The paper critically engages with contemporary theories of intercultural and inter-religious dialogue found in the areas of linguistic pragmatics and intercultural theology. Drawing on Ducrot's theory of polyphony, it takes preliminary steps in formulating an alternative conception of the individual subject that incorporates a polyphonic…
Talking back in the Israeli-Palestinian conflict: Rational dialogue or emotional shouting match?

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Elie Friedman

2011-10-01

Full Text Available The Internet has facilitated a broad global conversation among citizens, enabling cross-cultural dialogue on a range of issues, in particular through Web 2.0 tools. This study analyzes the nature of the talkback discourse on news web sites within the framework of the Palestinian-Israeli conflict. The study's findings demonstrated that several talkback writers engage in rational-critical discussion of issues essential to the conflict, although they often use rational arguments to de-legitimize conflicting opinions. Talkback dialogue is characterized by engaged discussion, though the majority of respondents engage in dialogue with the article, rather than with other talkback writers. The findings showed that talkback discourse enables a lively, eclectic, and inclusive version of a public sphere, which facilitates the exchange of heterogeneous opinions, though favoring exhibitionism over engagement.
Using Game Theory and the Bible to Build Critical Thinking Skills

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McCannon, Bryan C.

2007-01-01

The author describes a course designed to build the critical thinking skills of undergraduate economics students. The course introduces and uses game theory to study the Bible. Students gain experience using game theory to formalize events and, by drawing parallels between the Bible and common economic concepts, illustrate the pervasiveness of…
Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

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Özyurt, Özcan

2015-01-01

Problem solving is an indispensable part of engineering. Improving critical thinking dispositions for solving engineering problems is one of the objectives of engineering education. In this sense, knowing critical thinking and problem solving skills of engineering students is of importance for engineering education. This study aims to determine…
THINKING OUTSIDE OF THE BOX: DETERMINING STUDENTS’ LEVEL OF CRITICAL THINKING SKILLS IN TEACHING AND LEARNING

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Afifah Fadhlullah

2017-12-01

Full Text Available This paper discusses the level of critical thinking skills adapted from The Cornell Critical Thinking Test Level X (CCTTX by Ennis and Milan (1985 among final year diploma students from the Faculty of Business Management, UiTM Melaka taking the course of Office Administration and Introduction to Critical Thinking. This paper aims to encourage students to become critical thinkers and to provide lecturers with the best approach to develop students’ critical thinking skills at tertiary level. Findings have shown that their critical thinking ability ranged from low to moderate level. Thus, strategies of teaching and learning which stresses on student-centered learning must be adopted to stimulate student’s thinking by encouraging critical and creative thinking and the construction of new knowledge. 61 students taking Diploma in Office Management and Technology were chosen as samples of this study. The data was collected through observation and classroom based activities namely debates, discussions, article analysis, problem-solving situations and case studies.
Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches

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Brendel, Michelle; Siry, Christina; Haus, Jana Maria; Breedijk-Goedert, Fabienne

2017-08-01

This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning children to express understandings through narrative assessments created spaces for revealing children's perspectives on classroom experiences with their teachers and each other. Four findings emerged. First, transformation of practice requires a change of the teacher's role. Second, children's narrations provided a platform for elaborating their understandings. Third, our work illustrates the critical role of trust and time in working towards inclusive assessment practices. Lastly, dialogue around the children's products illustrates how they made decisions and challenges normative ideas of what children can or cannot do or know. Overall, we highlight how dialogue became a way for adults and children to cross boundaries of age and knowledge hierarchies in the construction of science assessments.
The use of Facebook and WhatsApp application in learning process of physics to train students’ critical thinking skills

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Kustijono, R.; Zuhri, F.

2018-01-01

The purpose of this research is to describe the learning process by using Facebook and WhatsApp to train students’ critical thinking skills. The research steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. The research subjects are 40 students of Physics Department of Universitas Negeri Surabaya. This research used descriptive qualitative approach. The study The validation point, practicality, effectiveness, and critical thinking skills of students assessment use Likert scale. Learning process criteria are eligible if ≥ 60% is rated good or excellent. The results are: 1) the use of Facebook and WhatsApp can be implemented in the learning process, and the existing constraints can be overcome; 2) the assessment of students’ critical thinking skills is categorized as good and excellent. These results suggest that learning by using Facebook and WhatsApp can be used to train students’ critical thinking skills.
Exploring the Relationship between Burnout and Critical Thinking Skills among Iranian University Professors Teaching TEFL

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Hossein Khodabakhshzadeh

2017-10-01

Full Text Available The profession as a teacher involves experiencing a number of challenges which naturally lead to emotional tiredness and lack of reward, technically known as burnout (Colomeischi, 2015. The goal of the present study was to investigate the relationship between burnout and critical thinking ability. To this end, a sample of 40 professors of Teaching English as a Foreign Language (TEFL filed at a number of universities in Iran was chosen. Maslach Burnout Inventory (MBI was employed to assess the participants' burnout level, which is specifically evaluated by measuring three subscales of emotional exhaustion, depersonalization, and personal achievement. In addition, the measures of the participants' critical thinking skills were obtained via Watson-Glaser Critical Thinking Appraisal (WGCTA. The Pearson correlation coefficient analysis indicated that emotional exhaustion and depersonalization strongly and negatively correlated with critical thinking ability. However, a strong and positive relationship was found between personal achievement and critical thinking skills.
Dialogue on dialogues Multi-voiced dialogues (dialogism) as means for the co-production of knowledge in and on leadership communicative practices

DEFF Research Database (Denmark)

Bager, Ann

2013-01-01

The article elaborates on a theoretical understanding of dialogue as a means for the co-production of knowledge in and on leadership communicative practices through ongoing research collaboration that involves leaders, researchers and master students at Aalborg University. Dialogue is viewed from...
Integrating critical Web skills and content knowledge: Development and evaluation of a 5th grade educational program

NARCIS (Netherlands)

Kuiper, E.; Volman, M.L.L.; Terwel, J.

2008-01-01

Although the Web is almost omnipresent in many children's lives, most children lack adequate Web searching skills as well as skills to process and critically evaluate Web information. In this article, we describe and evaluate an educational program that aimed at acquiring Web skills in the context
A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

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Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.
Using hot lab to increase pre-service physics teacher’s critical thinking skills related to the topic of RLC circuit

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Malik, A.; Setiawan, A.; Suhandi, A.; Permanasari, A.; Samsudin, A.; Safitri, D.; Lisdiani, S. A. S.; Sapriadil, S.; Hermita, N.

2018-05-01

This research purposes to explore the used of Higher Order Thinking Laboratory (HOT-Lab) in enhancing the critical thinking skills of pre-service teachers related to the topic of Resistors, Inductors, Capacitor (RLC circuit). This study utilised a quasi-experiment method with Pretest-Posttest Control Group design. The sample of the study was 60 students that were divided into two groups covering in experiment and control group, consists of 30 students. The instrument for measuring critical thinking skills is essay test. Data has been analyzed using normalized gain average, effect size, and t-test. The results show that students’ critical thinking skills using the HOT Lab are higher than the verification lab. Using HOT-lab was implemented in the form of activity in the laboratory can improve high-order thinking skills. Hence, it was concluded that the use of HOT Lab had a greater impact on improving students’ critical thinking skills on RLC topic. Finally, HOT Lab can be used for other physics topics.

Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects

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Sriwantaneeyakul, Suttawan

2018-01-01

Translation ability requires many language skills to produce an accurate and complete text; however, one important skill, critical reading in the research, has been neglected. This research, therefore, employed the explanatory sequential mixed method to investigate the differences in Thai-English translation ability between students with a high…
Improving Students' Critical Thinking Skills through Remap NHT in Biology Classroom

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Mahanal, Susriyati; Zubaidah, Siti; Bahri, Arsad; Syahadatud Dinnurriya, Maratusy

2016-01-01

Previous studies in Malang, Indonesia, showed that there were the failure biology learning caused by not only the low students' prior knowledge, but also biology learning model has not improved the students' critical thinking skills yet, which affected the low of cognitive learning outcomes. The learning model is required to improve students'…
Study of Approaches to Danish-Arab Dialogue

DEFF Research Database (Denmark)

Pace, Michelle; Haugbølle, Rikke Hostrup; Skrubbeltrang, Jørgen

This study responds to previous critique of the ‘dialogue objective’ of the Danish Arab Partnership Programme (DAPP). The ‘dialogue objective’ specifically refers to the second objective of the DAPP which is ‘to improve dialogue, understanding and cooperation between Denmark and the MENA region...... (the Middle East and North Africa)’.1 A 2009 review and an evaluation conducted in 2013 both concluded that the DAPP ‘dialogue objective’ needed to be further clarified. Following from this critique the present study examines the ‘dialogue objective’. The study was given the following three aims: 1....... To analyse dialogue assumptions and approaches of DAPP interventions. 2. To review academic state-of-the-art theories on and methods for promoting dialogue. 3. To create tools for improving and documenting dialogue interventions. In the concluding remarks the study points to the need for future studies...
Analyze Critical Thinking Skills and Scientific Attitude in Physics Learning Used Inquiry Training and Direct Instruction Learning Model

OpenAIRE

Parsaoran Damanik, Dede; Bukit, Nurdin

2013-01-01

This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...
Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.

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Gholami, Mohammad; Moghadam, Parastou Kordestani; Mohammadipoor, Fatemeh; Tarahi, Mohammad Javad; Sak, Mandana; Toulabi, Tahereh; Pour, Amir Hossein Hossein

2016-10-01

Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. The present study was conducted with a quasi-experimental, single group, pretest-posttest design. A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test. No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (Pmethod. Copyright © 2016 Elsevier Ltd. All rights reserved.
Prepharmacy predictors of success in pharmacy school: grade point averages, pharmacy college admissions test, communication abilities, and critical thinking skills.

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Allen, D D; Bond, C A

2001-07-01

Good admissions decisions are essential for identifying successful students and good practitioners. Various parameters have been shown to have predictive power for academic success. Previous academic performance, the Pharmacy College Admissions Test (PCAT), and specific prepharmacy courses have been suggested as academic performance indicators. However, critical thinking abilities have not been evaluated. We evaluated the connection between academic success and each of the following predictive parameters: the California Critical Thinking Skills Test (CCTST) score, PCAT score, interview score, overall academic performance prior to admission at a pharmacy school, and performance in specific prepharmacy courses. We confirmed previous reports but demonstrated intriguing results in predicting practice-based skills. Critical thinking skills predict practice-based course success. Also, the CCTST and PCAT scores (Pearson correlation [pc] = 0.448, p critical thinking skills in pharmacy practice courses and clerkships. Further study is needed to confirm this finding and determine which PCAT components predict critical thinking abilities.
LITERATURE REVIEW ON SOCIAL DIALOGUE IN POLAND

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Agnieszka Otreba

2009-01-01

Full Text Available The article depicts the most important aspects of social dialogue in Poland: definitions and dimensions of the term, basic research questions, dialogue partners and factors influencing the quality of social dialogue. The potential of subsequent research issues are advocated: institutionalized forms and bottom-up models of social dialogue, public policies aiming at enhancement of the analyzed process. Moreover, the social dialogue can be treated as a public policy itself.
Review of Sandia National Laboratories - Albuquerque New Mexico DOE/DP Critical Skills Development Progrmas FY04.

Energy Technology Data Exchange (ETDEWEB)

Gorman, Anna K; Wilson, Dominique; CLARK, KATHERINE

2005-09-01

Sandia National Laboratories has developed a portfolio of programs to address the critical skills needs of the DP labs, as identified by the 1999 Chiles Commission Report. The goals are to attract and retain the best and the brightest students and transition them into Sandia - and DP Complex - employees. The US Department of Energy/Defense Programs University Partnerships funded ten laboratory critical skills development programs in FY04. This report provides a qualitative and quantitative evaluation of these programs and their status. 3
Nontraditional teaching techniques and critical thinking in an introductory postsecondary environmental science course

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Buerdsell, Sherri Lynn

2009-12-01

As an institution of higher education and as a Hispanic-serving institution, New Mexico State University has a responsibility to its students to provide the skills and experiences necessary for each and every student to become a responsible, reflective citizen, capable of making informed decisions. Postsecondary science has traditionally been taught through lectures. Traditional lecture classes simply do not meet the needs of diverse groups of students in the modern multicultural student body like New Mexico State University's. However, the implementation of nontraditional pedagogy without evaluation of the results is useless as a step to reform; it is necessary to evaluate the results of in situ nontraditional pedagogy to determine its worth. The purpose of this research is to analyze the development and change in students' critical thinking skills, and critical thinking dispositions in single semester in an introductory Environmental Science course. This study utilized a mixed methods approach. The California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory were administered in the beginning and at the end of the semester. The pretest was used to provide a baseline for each participant against which the posttest score was compared. In addition, student interviews, field notes, and a survey provided qualitative data, which generated themes regarding the development of student critical thinking in this course. The results indicated there were no significant differences in the critical thinking test scores. However, qualitative analysis indicated that students experienced significant changes in critical thinking. Three themes emerged from the qualitative analysis pertaining to the amount of influence on student learning. These themes are active thinking and learning, dialogue, and professor's influence. Due to the conflict between the quantitative and the qualitative results, it is suggested that the critical thinking tests
The Model of the "Space of Music Dialogue": Three Instances of Practice in Australian Homes and Classrooms

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Tomlinson, Michelle M.

2018-01-01

Multimodal analysis of classroom music interactions, using the model of the "Space of Music Dialogue" in video analysis of students' music improvisation, was useful to inform teachers of students' collaborative achievements in music invention. Research has affirmed that students' cognitive thinking skills were promoted by improvisation.…
Gestures Specialized for Dialogue.

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Bavelas, Janet Beavin; And Others

1995-01-01

Explored how hand gestures help interlocutors coordinate their dialogue. Analysis of dyadic conversations and monologues revealed that requirements of dialogue uniquely affect interactive gestures. Gestures aided the speaker's efforts to include the addressee in the conversation. Gestures also demonstrated the importance of social processes in…
"Can we talk?" Using critical self-reflection and dialogue to build diversity and change organizational culture in nursing schools.

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Terhune, Carol Parker

2006-01-01

Nursing is often cited as a homogenous profession composed of a predominance of white females. It is sometimes posited that this homogeneity might be a contributor to the disparity of nursing care available to minority populations (Blakeney, 2002; Leininger, 1991). Today's nursing students do not mirror the nation's population as only 12.3% of RNs represent racial or ethnic minority groups (AACN, 2001). The absence of sufficiently diverse students in nursing schools, may have led to a dearth of qualified providers in underrepresented neighborhoods. Building diversity in nursing schools prepared specifically to reduce health disparities is, and will continue to be a challenge. While, some schools are beginning to yield successful returns, many are still searching for answers. The answer is not as simple as "increasing the numbers" or sending people to training seminars or conferences. This article focuses on what the author believes to be a preliminary and critical step to begin an effective and successful diversity initiative--critical self-reflection and dialogue. This involves the examination and deconstruction of old paradigms, assumptions, and prejudices, individually and collectively held and the construction of space, respect, and humility to discuss self in relation to "other."
Developing critical thinking skills from clinical assignments: a pilot study on nursing students' self-reported perceptions.

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Marchigiano, Gail; Eduljee, Nina; Harvey, Kimberly

2011-01-01

Clinical assignments in nursing education provide opportunities for students to develop thinking skills vital to the effective delivery of patient care. The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. Clinical educators and managers are challenged to develop teaching and learning strategies that help students think critically and reflectively and transfer these skills into sound nursing practice. This study is based on the theoretical framework of critical thinking within the nursing process framework. Undergraduate nursing students (n=51) completed surveys indicating their confidence in using seven thinking skills for nursing care. Students indicated significantly more confidence when implementing the journal format as compared with the care plan format when analysing information, determining relevance, making connections, selecting appropriate information, applying relevant knowledge and evaluating outcomes. The findings of the present study propose a new approach for enhancing students' thinking skills. Journaling is an effective strategy for enhancing students' thinking skills. Nursing managers are in key organisational positions for supporting and promoting the use of the journal format and building supportive and collaborative learning environments for students to develop thinking skills for managing patient care. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.
Dialogue for Fostering Participation or Manipulation

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Devi Akella

2016-04-01

Full Text Available Dialogue is a communication form which enables open and honest communication between employees and management. Without dialogue there can be no exchange of information and ideas nor any shared understandings between labor and management. Dialogue leads to reflection of one’s perceptions, transference of knowledge and understanding, detection and correction of errors and generation of new ideas, and mental schemas and concepts. However, the role of dialogue and its overall effectiveness in designing democratic and collaborative working environments remains “curiously underexplored”. This article uses the power ideologies of Lukes and empirical data gathered in the form of interviews from the health care sector to understand the true purpose and agenda of dialogue in contemporary organizations.
The changing of oral argumentation process of grade XI students through Socratic dialogue

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I W Pangestika

2017-12-01

Full Text Available Arguments are one of the important purposes in the modern era of learning because it is the basic step to promote student’s critical thinking process and science literacy. Argumentation process can be trained through interactive dialogue that provides opportunities for students to argue. This research aims to change oral argumentation process in biology class of high school through the application of the Socratic Dialogue. The participants were students of grade XI science in one high school located in Surakarta, selected purposively. A classroom action research was done collaboratively between student teacher, lecturers, and teacher, follow the spiral cycles of research by Stephen Kemmis. During the implementation of research, the audio recorder has prepared to record the dialogue and arguments of the students. Next, data recorded that was converted to a dialogue transcript analyzed qualitatively using the Toulmin Argumentation Patterns (TAP. Another data source is teacher’s reflective diaries that contained notes during the learning process. The result shows that student’s oral argumentation process found were only claiming supported by weak warrants. Implementation of the Socratic Dialogue brings positive changes in oral argumentation process of the students, proven by the complete argumentation pattern include claims, data, warrants, backings, and rebuttals at the end of the research cycle. A classroom action research which is developed collaboratively and implement interactive dialogue also inquiry learning is highly recommended to change student’s oral argumentation process.
Systematic Interviewing Skills. Typescript Manual.

Science.gov (United States)

Farley, Roy C.; Rubin, Stanford E.

Part of a five-part package (see note) of training materials to teach interviewing skills to human services personnel, this typescript manual is intended for use as a visual reference to aid in understanding the taped dialogues of the packages tape/slide demonstrations of interview interaction, and for referral in class discussions. The typescript…
Developing Learning Model P3E to Improve Students’ Critical Thinking Skills of Islamic Senior High School

Science.gov (United States)

Bahtiar; Rahayu, Y. S.; Wasis

2018-01-01

This research aims to produce P3E learning model to improve students’ critical thinking skills. The developed model is named P3E, consisting of 4 (four) stages namely; organization, inquiry, presentation, and evaluation. This development research refers to the development stage by Kemp. The design of the wide scale try-out used pretest-posttest group design. The wide scale try-out was conducted in grade X of 2016/2017 academic year. The analysis of the results of this development research inludes three aspects, namely: validity, practicality, and effectiveness of the model developed. The research results showed; (1) the P3E learning model was valid, according to experts with an average value of 3.7; (2) The completion of the syntax of the learning model developed obtained 98.09% and 94.39% for two schools based on the assessment of the observers. This shows that the developed model is practical to be implemented; (3) the developed model is effective for improving students’ critical thinking skills, although the n-gain of the students’ critical thinking skills was 0.54 with moderate category. Based on the results of the research above, it can be concluded that the developed P3E learning model is suitable to be used to improve students’ critical thinking skills.
EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

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Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.
Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

Science.gov (United States)

Gupta, Tanya

Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.
The Effect of Teaching Critical Thinking on Al-Buraimi University College students’ Writing Skills: A Case Study

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Yahia Ashour Mohammed AlKhoudary

2015-11-01

Full Text Available This study explores the role of writing in developing students’ critical thinking. It also sheds light on traditional writing assignments which fail to help students develop their comprehension of course content and evaluate their writing products critically. Moreover, this probe is to discover learners and teachers’ attitude towards the role of critical thinking in promoting the writing skills at AlBuraimi University College (BUC. The result of this study focuses on the effect of integrating critical thinking on learners’ performance. The procedure of this investigation is based on a combination of qualitative, quantitative (1 one hundred students who are taking writing course are selected randomly and divided into two groups; (2 pre- and posttests conducted to both groups; (3 twenty teachers were selected randomly (10 males and 10 females; questionnaires are administered to EFL teachers at BUC. The findings of this study illustrate that students who write critically are mostly motivated and their performance is affected positively. It also reveals that there are significant differences in posttest scores between treatment and controlled group. Moreover, teachers’ response to questionnaire supports the idea of integrating critical thinking in teaching the writing skills at BUC. Thus, is recommended that teachers should use thinking skills to enhance students’ writing performance and creativity.

Some contemporary aspects of Hindu-Christian dialogue

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Alexandru-Corneliu Arion

2016-01-01

Full Text Available The present paper deals with an important aspect of today’s interreligious dialogue, that between Christianity and the second largest religion of Asia, namely Hinduism. The concern is centering around not the ancient or traditional links between these two expressions of the Sacred, but rather of the contemporary ones. But that requires certain knowledge of what has already happened. The dialogue comes from the heart of the people, and is situated in the middle of life. Unfortunately, many present-day dialogues set the stage according to the terms of one of the parties alone. But in spite of misunderstandings and difficulties of the Hindu-Christian dialogue, it has an unavoidable effect: it changes our vision and interpretation of our own religion. The main tenets would be: the future of Hindu-Christian dialogue will largely depend on future mutual interest; Hindu-Christian dialogue may be linked to the future development of Hinduism and Christianity; the future of Hindu-Christian dialogue may be endangered by an institutional misunderstanding of its nature; Hindu-Christian dialogue may have to be placed into a larger “secular” context; Hindu-Christian dialogue is inevitable. It is an imperative and it must exhibit more continuity.
Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

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Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A

2018-06-01

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.
Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

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Jelena Bobkina

2016-12-01

Full Text Available Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.
Midwifery and dialogue in organizations

DEFF Research Database (Denmark)

Kristiansen, Marianne; Block Poulsen, Jørgen

is a dialogue between theory and praxis, too. It integrates research, action, and training as well as theories of interpersonal and organizational communication, Roger's humanistic psychology, Gadamer's philosophical hermeneutics, and Buber's philosophy of dialogue. The empirical material consists...... transcripts and analyses of these live conversations. We hope to have a dialogue with graduate students and colleagues doing similar research and training. As well as with reflective practitioners working as organizational and process consultants, coaches, trainers, mediators, facilitators, etc....
The non-technical skills used by anaesthetic technicians in critical incidents reported to the Australian Incident Monitoring System between 2002 and 2008.

Science.gov (United States)

Rutherford, J S; Flin, R; Irwin, A

2015-07-01

The outcome of critical incidents in the operating theatre has been shown to be influenced by the behaviour of anaesthetic technicians (ATs) assisting anaesthetists, but the specific non-technical skills involved have not been described. We performed a review of critical incidents (n=1433) reported to the Australian Incident Monitoring System between 2002 and 2008 to identify which non-technical skills were used by ATs. The reports were assessed if they mentioned anaesthetic assistance or had the boxes ticked to identify "inadequate assistance" or "absent supervision or assistance". A total of 90 critical incidents involving ATs were retrieved, 69 of which described their use of non-technical skills. In 20 reports, the ATs ameliorated the critical incident, whilst in 46 they exacerbated the critical incident, and three cases had both positive and negative non-technical skills described. Situation awareness was identified in 39 reports, task management in 23, teamwork in 21 and decision-making in two, but there were no descriptions of issues related to leadership, stress or fatigue management. Situation awareness, task management and teamwork appear to be important non-technical skills for ATs in the development or management of critical incidents in the operating theatre. This analysis has been used to support the development of a non-technical skills taxonomy for anaesthetic assistants.
Teaching Critical Thinking Skills in Higher Education: A Review of the Literature

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Behar-Horenstein, Linda S.; Niu, Lian

2011-01-01

The authors reviewed 42 empirical studies of teaching of critical thinking skills in postsecondary education published between 1994 and 2009. The instructional intervention, test measure, and research design of the studies were analyzed. Study results suggest that: (1) the same instructional interventions can lead to different results, depending…
Clarifying pre-service teacher perceptions of mentor teachers' developing use of mentoring skills

NARCIS (Netherlands)

Prof. Dr. Theo Bergen; Dr. Niels Brouwer; Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Prof. Dr. Fred Korthagen

2011-01-01

The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills
Identification of the Critical Nontechnical Skills for Surgeons Needed for High Performance in a Variable-resource Context (NOTSS-VRC).

Science.gov (United States)

Scott, John W; Lin, Yihan; Ntakiyiruta, Georges; Mutabazi, Zeta; Davis, William A; Morris, Megan A; Smink, Douglas S; Riviello, Robert; Yule, Steven

2018-05-17

To identify the critical nontechnical skills (NTS) required for high performance in variable-resource contexts (VRC). As surgical training and capacity increase in low- and middle-income countries (LMICs), new strategies for improving surgical education and care in these settings are required. NTS are critical for high performance in surgery around the world. However, the essential NTS used by surgeons operating in LMICs to overcome the challenges specific to their contexts have never been described. Using a constructivist grounded theory approach, 52 intraoperative team observations as well as 34 critical incident interviews with surgical providers (surgeons, anesthetists, and nurses) were performed at the 4 tertiary referral hospitals in Rwanda. Interview transcripts and field notes from observations were analyzed using line-by-line coding to identify emerging themes until thematic saturation was achieved. Four skill categories of situation awareness, decision-making, communication/teamwork, and leadership emerged. This provided the framework for a contextually informed skills taxonomy consisting of 12 skill elements with examples of specific behaviors indicative of high performance. While the main skill categories were consistent with those encountered in high-income countries, the specific behaviors associated with these skills often focused on overcoming the frequently encountered variability in resources, staff, systems support, and language in this context. This is the first description of the critical nontechnical skills, and associated example behaviors, used by surgeons in a VRC to overcome common challenges to safe and effective surgical patient care. Improvements in the NTS used by surgeons operating in VRCs have the potential to improve surgical care delivery worldwide.
The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses.

Science.gov (United States)

Maneval, Rhonda; Fowler, Kimberly A; Kays, John A; Boyd, Tiffany M; Shuey, Jennifer; Harne-Britner, Sarah; Mastrine, Cynthia

2012-03-01

This study was conducted to determine whether the addition of high-fidelity patient simulation to new nurse orientation enhanced critical thinking and clinical decision-making skills. A pretest-posttest design was used to assess critical thinking and clinical decision-making skills in two groups of graduate nurses. Compared with the control group, the high-fidelity patient simulation group did not show significant improvement in mean critical thinking or clinical decision-making scores. When mean scores were analyzed, both groups showed an increase in critical thinking scores from pretest to posttest, with the high-fidelity patient simulation group showing greater gains in overall scores. However, neither group showed a statistically significant increase in mean test scores. The effect of high-fidelity patient simulation on critical thinking and clinical decision-making skills remains unclear. Copyright 2012, SLACK Incorporated.
The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students

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Dilekli, Yalçin

2017-01-01

The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary…
Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

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Snodgrass, Suzanne

2011-01-01

Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…
Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program

Science.gov (United States)

Towne, Forrest S.

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills
Validation of a clinical critical thinking skills test in nursing

OpenAIRE

Shin, Sujin; Jung, Dukyoo; Kim, Sungeun

2015-01-01

Purpose: The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance. Methods: This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school stud...
Curricular Innovation in the Surgery Clerkship: Can Assessment Methods Influence Development of Critical Thinking and Clinical Skills?

Science.gov (United States)

McClintic, James A; Snyder, Clifford L; Brown, Kimberly M

2018-03-12

Although key clinical skills have been defined in the Core Entrustable Professional Activities, there is a need to improve medical school curricula with standardized training opportunities and assessments of these skills. Thus, we aimed to develop an innovative curriculum that emphasized critical thinking and clinical skills. We hypothesized that we would be able to observe measurable improvement on assessments of students' critical thinking and clinical skills after the implementation of the new curriculum. Prospective, Quasi-Experimental study with the use of historical controls. This study took place through the third-year surgical clerkship at the University of Texas Medical Branch at the Galveston, Houston, and Austin, Texas, locations. A total of 214 students taking the third-year surgical clerkship for the first time during the periods of interest were included. Although the students with traditional curriculum improved 9.5% on a short answer exam from preclerkship to postclerkship completion, the students with new curriculum improved by 40%. Students under the new curriculum performed significantly better on the Objective Structured Clinical Exam; however, their shelf scores were lower. Under this new curriculum and grading system, we demonstrated that students can be incentivized to improve critical thinking and clinical skills, but this needs to be balanced with knowledge-based incentives. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Development of critical thinking through communicative skill in Higher Education: a reflective proposal

Directory of Open Access Journals (Sweden)

M. Carme Balaguer Fábregas

2018-06-01

Full Text Available The aim of this article is to present a cross-sectional research program for a preservice education degree. Its goal is to analyse the learning development of the students that attend the preservice teacher education for pre-school teachers. Throughout their degree, students should be trained in different skills that allow them to become good people and good professionals. But, what is the process through which students acquire critical thinking and communication skills that will enable them to become teachers? In what way do students self-regulate their linguistic, oral and written skills? Are they aware and critical of their own learning in this area? In this project we want to observe the process that our students follow to develop these issues. For this reason, the study of metacognitive processes that allow the crystallization of knowledge and linguistic skills is considered. This analysis is obtained through reflective processes. An investigation is planned for a period of 2 years. The methodology that will be implemented is a mixed longitudinal model (qualitative, quantitative. It is expected to provide information on the perception of students of Early Childhood Education on the development of their linguistic and communicative competence. In this article, we intend to describe the design of the research, the instrument developed and the first results of qualitative nature. Finally, the need to improve the reflection processes of the students of the Early Childhood Education degree is revealed from results obtained.
Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

Science.gov (United States)

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.
Social Anxiety Disorder and Social Skills: A Critical Review of the Literature

Science.gov (United States)

Angelico, Antonio Paulo; Crippa, Jose Alexandre S.; Loureiro, Sonia Regina

2013-01-01

The objective of this article is to present a critical analysis of the research outlines used in empirical studies published between the years 2000 and March of 2007 about social anxiety disorder and its associations with social skills. Seventeen papers were identified and grouped into two classes for analysis, namely: Characterization of Social…
Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

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Demir, Sibel

2015-01-01

The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…
Critical Care nurses' understanding of the NHS knowledge and skills framework. An interpretative phenomenological analysis.

Science.gov (United States)

Stewart, Laura F M; Rae, Agnes M

2013-01-01

This small-scale research study aimed to explore Critical Care nurses' understanding of the National Health Service (NHS) Knowledge and Skills Framework (KSF) in relationship to its challenges and their nursing role. The NHS KSF is central to the professional development of nurses in Critical Care and supports the effective delivery of health care in the UK. KSF was implemented in 2004 yet engagement seems lacking with challenges often identified. This qualitative study adopted an Interpretative Phenomenological Analysis framework. Data were collected from five Critical Care nurses using semi-structured interviews that were transcribed for analysis. Two super-ordinate themes of 'engagement' and 'theory-practice gap' were identified. Six subthemes of 'fluency', 'transparency', 'self-assessment', 'achieving for whom', 'reflection' and 'the nursing role' further explained the super-ordinate themes. Critical Care nurses demonstrated layers of understanding about KSF. Challenges identified were primarily concerned with complex language, an unclear process and the use of reflective and self-assessment skills. Two theory-practice gaps were found. Critical Care nurses understood the principles of KSF but they either did not apply or did not realize they applied these principles. They struggled to relate KSF to Critical Care practice and felt it did not capture the 'essence' of their nursing role in Critical Care. Recommendations were made for embedding KSF into Critical Care practice, using education and taking a flexible approach to KSF to support the development and care delivery of Critical Care nurses. © 2012 The Authors. Nursing in Critical Care © 2012 British Association of Critical Care Nurses.
A Comparison of Case Study and Traditional Teaching Methods for Improvement of Oral Communication and Critical-Thinking Skills

Science.gov (United States)

Noblitt, Lynnette; Vance, Diane E.; Smith, Michelle L. DePoy

2010-01-01

This study compares a traditional paper presentation approach and a case study method for the development and improvement of oral communication skills and critical-thinking skills in a class of junior forensic science majors. A rubric for rating performance in these skills was designed on the basis of the oral communication competencies developed…

Monologue à plusiers voix : Montaigne et le dialogue

DEFF Research Database (Denmark)

Toftgaard, Anders

2010-01-01

dissatisfaction with Plato's dialogues, he aspired to match Plato's style, not least in achieving a conversational tone. Three different elements of dialogue are analysed : the “Dialogue of One“ between the different parts of Montaigne's mind, the dialogue between the author and the writers quoted and paraphrased...
Sign language interpreting education : Reflections on interpersonal skills

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Hammer, A.; van den Bogaerde, B.; Cirillo, L.; Niemants, N.

2017-01-01

We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based predominantly on the theory of role-space by Llewellyn-Jones and Lee (2014), we argue that dialogue settings require a dynamic role of the
Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education

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Hamid Ashraf

2017-07-01

Full Text Available The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.
Collective Referential Intentionality in the Semantics of Dialogue

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Jacquette Dale

2014-03-01

Full Text Available The concept of a dialogue is considered in general terms from the standpoint of its referential presuppositions. The semantics of dialogue implies that dialogue participants must generally have a collective intentionality of agreed-upon references that is minimally sufficient for them to be able to disagree about other things, and ideally for outstanding disagreements to become clearer at successive stages of the dialogue. These points are detailed and illustrated in a fictional dialogue, in which precisely these kinds of referential confusions impede progress in shared understanding. It is only through a continuous exchange of question and answer in this dialogue case study that the meanings of key terms and anaphorical references are disambiguated, and a relevantly complete collective intentionality of shared meaning between dialogue participants is achieved. The importance of a minimally shared referential semantics for the terms entering into reasoning and argument in dialogue contexts broadly construed cannot be over-estimated. Where to draw the line between referential agreement and disagreement within any chosen dialogue, as participants work toward better mutual understanding in clearing up referential incongruities, is sometimes among the dialogue’s main points of dispute.
Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

Science.gov (United States)

Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton

2017-01-01

Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…
Write a scientific paper (WASP) - a career-critical skill.

Science.gov (United States)

Grech, Victor; Cuschieri, Sarah

2018-02-01

The ability to write a scientific paper (WASP) is becoming progressively more critical because the "publish or perish" mantra is increasingly valid in today's world where success is judged by number of publications and quality of publications based on journals which publish the researcher's work. These metrics are used to gauge applicants in often cut-throat competitions for jobs and/or career advancement. However, the science and art of paper-writing comprise a vast panoply of different skills, from writing a proposal, to ethics and data protection applications, to data collection and analysis, to writing and dealing with editors and authors, and so on. Over the next few issues, Early Human Development will embark on a series of Best Practice Guidelines that will outline and explain the various requisite WASP skills while providing practical guidelines for paper writing. The purpose is to impart the authors' collective experience to trainees in this crucial aspect of career progress. This first set of WASP papers will mainly focus on statistical analysis using Excel™. Copyright © 2018 Elsevier B.V. All rights reserved.
Introducing Spoken Dialogue Systems into Intelligent Environments

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Heinroth, Tobias

2013-01-01

Introducing Spoken Dialogue Systems into Intelligent Environments outlines the formalisms of a novel knowledge-driven framework for spoken dialogue management and presents the implementation of a model-based Adaptive Spoken Dialogue Manager(ASDM) called OwlSpeak. The authors have identified three stakeholders that potentially influence the behavior of the ASDM: the user, the SDS, and a complex Intelligent Environment (IE) consisting of various devices, services, and task descriptions. The theoretical foundation of a working ontology-based spoken dialogue description framework, the prototype implementation of the ASDM, and the evaluation activities that are presented as part of this book contribute to the ongoing spoken dialogue research by establishing the fertile ground of model-based adaptive spoken dialogue management. This monograph is ideal for advanced undergraduate students, PhD students, and postdocs as well as academic and industrial researchers and developers in speech and multimodal interactive ...
[Dialogue as a pressuposition in the humanistic nursing theory: relationship mother-nurse-newborn].

Science.gov (United States)

Lúcio, Ingrid Martins Leite; Pagliuca, Lorita Marlena Freitag; Cardoso, Maria Vera Lúcia Moreira Leitão

2008-03-01

This is a critical-reflective study carried out in 2005 aiming at analyzing dialogue as a presupposition in Peterson and Zderad's Humanistic Theory. Using as a starting point two Master's degree theses, the authors adopted the Meleis Model of Analysis, in the scope of theory description, focusing on the unit of analysis named theory presuppositions. The authors clearly perceive the quest for and the construction of the dialogue in the stages of the theory's methodological process: Preparation in order to get to know, Knowing the other intuitively, Knowing the other scientifically, Complementary synthesis of the others' knowledge, Succession within the nurse from the many to the paradoxical one. The presupposition of dialogue was brought up in an explicit manner in the theory, grounded on the philosophical bases of existentialism, humanism, and phenomenology. There was a distinct behavior in each experience, in spite of the common aspects, such as having been experienced with neonates and in the same institution.
How Is Global Dialogue Possible?

DEFF Research Database (Denmark)

Intercultural dialogue is often invoked in vague reference to a method that can build cross-cultural understanding and facilitate global policy-making. The 25 chapters of this book--written by leading specialists in the respective areas--clarify the theoretical foundations of intercultural dialogue...
Using Online Dialogues to Connect Local Leaders and Climate Experts: Methods, Feedback and Lessons Learned from the Resilience Dialogues

Science.gov (United States)

Goodwin, M.; Pandya, R.; Weaver, C. P.; Zerbonne, S.; Bennett, N.; Spangler, B.

2017-12-01

Inclusive, multi-stakeholder dialogue, participatory planning and actionable science are necessary for just and effective climate resilience outcomes. How can we support that in practice? The Resilience Dialogues launched a public Beta in 2016-2017 to allow scientists and resilience practitioners to engage with local leaders from 10 communities around the US through a series of facilitated, online dialogues. We developed two, one-week dialogues for each community: one to consider ways to respond to observed and anticipated climate impacts through a resilience lens, and one to identify next steps and resources to advance key priorities. We divided the communities into three cohorts and refined the structure and facilitation strategy for these dialogues from one to the next based on participant feedback. This adaptive method helped participants engage in the dialogues more effectively and develop useful results. We distributed a survey to all participants following each cohort to capture feedback on the use and utility of the dialogues. While there was room for improvement in the program's technical interface, survey participants valued the dialogues and the opportunity to engage as equals. Local leaders said the dialogues helped identify new local pathways to approach resilience priorities. They felt they benefited from focused conversation and personalized introductions to best-matched resources. Practitioners learned how local leaders seek to apply climate science, and how to effectively communicate their expertise to community leaders in support of local planning efforts. We learned there is demand for specialized dialogues on issues like communication, financing and extreme weather. Overall, the desire of participants to continue to engage through this program, and others to enter, indicates that facilitated, open conversations between experts and local leaders can break down communication and access barriers between climate services providers and end
Interreligious Dialogue and the Problem of

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Ahmad Moghri

2015-09-01

Full Text Available Interreligious dialogue has never been the subject of extensive debate as it is today. It looks like human has never experienced the importance of being different as profoundly and tangibly when facing with the everyday concept of "otherness" as he does these days. It leaves no wonder why the interreligious dialogue has become an inevitable task in the present era. The formation and then the fruitfulness of interreligious dialogue are based more than everything else on the recognition of the "religious other. Dialogue entails devoting certain space for others and admitting others and when it comes to interreligious dialogue it requires providing special space for other religions and their adherents. The nature of religion, however, presupposes obligation and negation that is: obligation toward the religious doctrines and negation of other religions. Thus, considering this fact, is it possible for religions to admit "religious other" and welcome the interreligious dialogue? The present study is based on this assumption that the contrast between interreligious dialogue and "religious other" from the viewpoint of theology is the result of theological interpretation that the followers of a religion would have of other religions. The three approaches of exclusivism, inclusivism and pluralism, each of which requires specific theological interpretation toward other religions, make up the paradigms that have been formed within the theology of religions over time and have done their best to solve the problem of "religious other" In this paper, at first the value judgment of the three paradigms referring to the theology of religions with regard to religious diversity will be analyzed, then using the Baumann's theory of " Grammars of Identity / Alterity " we will try to elaborate on the relationship between the interreligious dialogue and the problem of "religious other" from the perspective of the three mentioned theological patterns. Based
Theorizing plurivocal dialogue

DEFF Research Database (Denmark)

Bager, Ann

2014-01-01

The present chapter explores a Bakhtinian perspective on dialogicality and its implications for participatory research processes in the field of organi- zational and leadership studies. In addition to Bakhtin, the theoretical basis stems from notions from Foucauldian governmentality and organizat......The present chapter explores a Bakhtinian perspective on dialogicality and its implications for participatory research processes in the field of organi- zational and leadership studies. In addition to Bakhtin, the theoretical basis stems from notions from Foucauldian governmentality...... and organizational discourse studies. These perspectives are elaborated on and implemented to frame, discuss and criticize the methodological basis of a case study which the author helped to initiate: a plurivocal, participatory research- based leadership forum involving professional leaders, researchers...... as the theoretical basis for the analysis. The article discusses how the Bakhtinian conception of dialogue offers a particular way of framing power, participation, meaning-making, knowledge pro- duction, and identity work in relation to the leadership forum and collab- orative research processes in general...
Natural Language Generation for dialogue: system survey

NARCIS (Netherlands)

Theune, Mariet

Many natural language dialogue systems make use of `canned text' for output generation. This approach may be su±cient for dialogues in restricted domains where system utterances are short and simple and use fixed expressions (e.g., slot filling dialogues in the ticket reservation or travel
Multimodal Dialogue Management - State of the art

NARCIS (Netherlands)

Bui Huu Trung, B.H.T.

This report is about the state of the art in dialogue management. We first introduce an overview of a multimodal dialogue system and its components. Second, four main approaches to dialogue management are described (finite-state and frame-based, information-state based and probabilistic, plan-based,
Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

Science.gov (United States)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.
On acquiring decision making skills for endovascular interventions.

Science.gov (United States)

Lanzer, Peter; Prechelt, Lutz

2008-11-01

To improve interventional training we propose a staged rational approach for decision making and skill acquisition. Education and training for endovascular interventions should start to develop the learners' decision-making skills by learning from explicit representations of master interventionist's tacit decision-making knowledge through implementation of the notions of generic interventional modules, interventional strategic and tactical designs. We hope that these suggestions will encourage action, stimulate dialogue and advance the precision of our learning, procedures, practice and patient care.
Sign language interpreting education : Reflections on interpersonal skills

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Annemiek Hammer; Dr. Beppie van den Bogaerde

2017-01-01

We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based pre-dominantly on the theory of role-space by Llewellyn-Jones and Lee (2014), we argue that dialogue settings require a dynamic role of the
Critical Conversations and the Role of Dialogue in Delivering Meaningful Improvements in Safety and Security Culture

International Nuclear Information System (INIS)

Brissette, S.

2016-01-01

Significant scholarship has been devoted to research into safety culture assessment methodologies. These focus on the development, delivery and interpretations of safety culture surveys and other assessment techniques to assure reliable outcomes that provide insights into the safety culture of an organization across multiple dimensions. The lessons from this scholarship can be applied to the emerging area of security culture assessments as the nuclear industry broadens its focus on this topic. The aim of this paper is to discuss the value of establishing mechanisms, immediately after an assessment and regularly between assessments, to facilitate a structured dialogue among leaders around insights derived from an assessment, to enable ongoing improvements in safety and security culture. The leader’s role includes both understanding the current state of culture, the “what is”, and creating regular, open and informed dialogue around their role in shaping the culture to achieve “what should be”.
Critical-Thinking Grudge Match: Biology vs. Chemistry--Examining Factors That Affect Thinking Skill in Nonmajors Science

Science.gov (United States)

Quitadamo, Ian J.; Kurtz, Martha J.; Cornell, Caitlyn Nicole; Griffith, Lindsay; Hancock, Julie; Egbert, Brandi

2011-01-01

Chemistry students appear to bring significantly higher critical-thinking skill to their nonmajors course than do biology students. Knowing student preconceptions and thinking ability is essential to learning growth and effective teaching. Of the factors investigated, ethnicity and high school physics had the largest impact on critical-thinking…
Historical Text Comprehension Reflective Tutorial Dialogue System

Science.gov (United States)

Grigoriadou, Maria; Tsaganou, Grammatiki; Cavoura, Theodora

2005-01-01

The Reflective Tutorial Dialogue System (ReTuDiS) is a system for learner modelling historical text comprehension through reflective dialogue. The system infers learners' cognitive profiles and constructs their learner models. Based on the learner model the system plans the appropriate--personalized for learners--reflective tutorial dialogue in…

Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school

Directory of Open Access Journals (Sweden)

Fengky Adie Perdana

2017-02-01

Full Text Available Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D. Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1 the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2 Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3 effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4 Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.
[History and reception of the translations of Plato's Dialogues by Antoni Bronikowski].

Science.gov (United States)

Mróz, Tomasz

2014-01-01

The article presents the history of translations of Plato's dialogues as made by A. Bronikowski (1817-1884), their assessment formulated by the contemporary for the translator recipients and today's opinions on them. Bronikowski began his translation work on the legacy of Plato in the '50s of the 19th century and carried them out systematically, despite the many adversities, until his death. The article presents the most important criticisms of the reviewers of Bronikowski's translations, which focused on the flaws of his style. The critics pointed out numerous shortcomings, archaisms, which hindered and prevented smooth reading of the text by readers unfamiliar with the language of the original. Most of the criticisms came from the Warsaw environment, especially from K. Kozłowski, the son of the first Polish translator of Plato, FA. Kozłowski. Among the defenders of Bronikowski there were K. Libelt and J.I. Kraszewski. They raised the subject of difficulty which the translator had to deal with and the lack of literary taste of the audience. It seems that both parties were partially right. Bronikowski's text was indeed not suitable for smooth reading in many places, however, it could serve as a useful tool for students who acquainted themselves with the Greek originals of the dialogues.
The Impacts of a National Internship Program on Interns' Perceived Leadership, Critical Thinking, and Communication Skills

Science.gov (United States)

Duncan, Dennis W.; Birdsong, Victoria; Fuhrman, Nicholas; Borron, Abigail

2017-01-01

At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns' leadership, critical thinking and communication competencies using the…
Performing authenticity through interfaith dialogue

DEFF Research Database (Denmark)

Galal, Lise Paulsen

this is performed and narrated by minority participants during dialogue events. In the paper, I will draw on two cases of interfaith dialogue. The first case is a public meeting with four women of different religious backgrounds (Christian, Muslim, Buddhist, Brahma Kumaris), who each tell their story about...
LANGUAGE SKILLS AND THE CRITICAL THINKING DİL BECERİLERİ VE ELEŞTİREL DÜŞÜNME

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Adnan KARADÜZ

2010-07-01

Full Text Available Critical thinking is one of the eight basic skills in the primary school curriculum which has been prepared with a constructivist approach. Teaching critical thinking in Turkish language lessons has an importance in reaching curricular aims. Critical thinking has bonds with skills such as creative thinking, communication, research making, problem solving, using ICT, entrepreneurship, and using Turkish appropriatelyCritical thinking is involved with questioning, interpreting and decision making skills in a skeptical approach. It contains sub-skills such as identifying cause and effect relations, catching similarities and differences, making classifications using certain criteria, determining validity of information, making analysis, evaluation, and inferencesTo develop and conserve language skills, teaching critical thinking skills is a very important task. Developing students’ critical thinking skills is essential in order to develop language skills such as listening, speaking, and writing. Curricular aims involved with critical reading, critical listening, and critical writing depend on critical thinking. Instructional methods which foster critical thinking skills should be employed in educational settings to develop basic language skills. Teacher’s role, approach and competency in critical thinking are also essential to create a critical thinking atmosphere.Connecting language skills with general skills is a part of learning philosophy in a constructivist approach. The goal of language teaching, the main mean of thinking that preparing students who can critically think become also one of the main goals of learning. When the expected achievement in language skills occurs in critical thinking, language development could be affected with individuals’ thinking development symmetrically. Critical reading, listening, speaking and creative writing could support development of such foundational skills; students’ creative thinking
THE POLEMICS AS A DIALOGUE: DOSTOEVSKY IN A CONTROVERSY WITH TOLSTOY

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Vladimir Nikolaevich Zakharov

2013-11-01

Full Text Available Dostoevsky was a writer who actively introduced literary criticism into his novels by adapting critical comments to the nature of the characters. The same principle of the novelization of criticism was used in his Diary of a Writer. Dostoevsky went beyond expressing his opinions about other people’s works, and used to develop “fictitious persons” of critics, to compose their dialogues, to carry on polemics with real and fantastic opponents. The novelization of literary criticism is natural in the poetics of the Diary of a Writer. In the Diary of a Writer of July-August 1877 Dostoevsky argues with Tolstoy about the eighth and the last part of the novel Anna Karenina, rejected by the publishers of The Russian Messenger and was soon published as a separate book. Dostoyevsky highly appreciated the literary value of the novel, the genius of its author, but did not accept his political assessments of the Russo-Turkish war. His polemics with Tolstoy is original: he levels criticism not at the author, but at the hero. Dostoevsky takes in the Christian pathos of Tolstoy, the didactic sense of the epigraph, but blames Levin for his isolation and turning away from Christ as well as for the fact that he refuses to empathize and help his neighbor in the name of abstract principles. Dostoevsky asks Tolstoy a rhetorical question which gives a new meaning to their polemics: what does the writer teach the readers? What does literature teach them about? The answer implies responsibility which the author of the Diary calls the author of Anna Karenina to. In the final dispute an unexpected effect arises: the polemics appear as a dialogue of two geniuses, in which the disagreement makes the opponents achieve consent in front of the truth of the people.
The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

Science.gov (United States)

Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal
Staging and Performing Dialogue

DEFF Research Database (Denmark)

Knox, Jeanette Bresson Ladegaard

2015-01-01

A Socratic Dialogue Group (SDG) harbors human drama in the stories and reflections of its participants.Through the use of a theater metaphor, I theoretically expand the method and practical action of SDG, whereby a distinctive approach is developed that emphasizes the art and craftsmanship involved...... in facilitating Socratic dialogue. It also allows me to bring forth the particular dramatic circumstances of the participants and the communal effort of each individual player in the ensemble. The micro cosmos of SDG incarnates the living, moving world that theater represents. It connects the drama...... of an individual life to the larger-scale human stories of moral tragedies and the empowering resilience that we see depicted in great plays. In 2012-2013, I conducted three SDGs in connection with a research project involving seventeen rehabilitating cancer patients. In this article, I use these dialogues...
Islamic Teachers' Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools

Science.gov (United States)

Alwadai, Mesfer Ahmad

2014-01-01

The intent of this explanatory sequential mixed-method study is to examine Islamic teachers' thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first…
Atom Core Interactive Electronic Book to Develop Self Efficacy and Critical Thinking Skills

Science.gov (United States)

Pradina, Luthfia Puspa; Suyatna, Agus

2018-01-01

The purpose of this research is to develop interactive atomic electronic school book (IESB) to cultivate critical thinking skills and confidence of students grade 12. The method used in this research was the ADDIE (Analyze Design Development Implementation Evaluation) development procedure which is limited to the test phase of product design…
The Effect of Critical Thinking Skills on Reading English Novels

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Ashraf Haji Maibodi

2014-12-01

Full Text Available This experimental study examined the effect of critical thinking skills on reading English novels and its influence on EFL learners reading proficiency. For the purpose of this study participants in addition to their text book read and received instructions on the unabridged short novels for one semester. Sixty Iranian EFL junior undergraduates participated in this study and were randomly divided to two groups of thirty each. To test the hypothesis, two independent t-tests were conducted to see the difference between the two groups. The results of the study showed that students in group A were more critically oriented than their counterparts in group B. The pedagogical implication of this study suggests that direct instruction in critical thinking has an impact on EFL learners’ reading proficiency. This article is intended to help teachers who are interested in developing and encouraging critical thinking in their language classrooms. EFL learners need to learn how to establish realistic goals, monitor their own learning and reflect and challenge their own attitudes so that they may get closer to the idea of being good language learners. The findings of this study revealed that there was a significant improvement in students’ attitudes, confidence, and interest especially, in their novel-reading ability.
The Relationship between College Experience at a Historically Black College and Students' Critical Thinking Skills

Science.gov (United States)

Little, Irene Pruitt

2017-01-01

The purpose of this quantitative correlational study was to examine the relationship between college experience at a HBCU and students' critical thinking skills. The theoretical framework included Astin's theory of involvement and Facione's taxonomy of critical thinking. The research site was a private four-year HBCU in the state of Alabama. The…
Promoting versatility in mentor teachers’ use of supervisory skills

NARCIS (Netherlands)

Crasborn, F.J.A.J.; Hennissen, P.P.M.; Korthagen, F.A.J.; Bergen, T.C.M.

2008-01-01

Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings of 60 mentoring dialogues were analysed, both before and after a mentor
Promoting versatililty in mentor teachers' use of supervisory skills

NARCIS (Netherlands)

Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Niels Brouwer; Theo Bergen; Fred Korthagen

2008-01-01

Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings were analyzed of 60 mentoring dialogues, both before and after a mentor
The Effectiveness of Teaching Critical Thinking Skills through Literature in EFL Context: A Case Study in Spain

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Svetlana Stefanova

2017-09-01

Full Text Available The present study investigates the effectiveness of teaching critical thinking skills through literary texts in the EFL classroom, based on the combination of reader-centered critical reading and critical literacy pedagogy. Our proposal seeks to address both language teaching and literacy education from a transnational perspective by dealing with critical thinking skills as a set of processes whose main aspects include the interpretation of the world, self-reflection, intercultural awareness, critical awareness, problem-solving, and language use. For the purpose of this study, a series of activities based on Caryl Phillips’s novel The Lost Child (2015 have been designed, following the four curricular components of Multiliteracies pedagogy (Kalantzis & Cope, 2000. Conducted in an EFL classroom in Spain, the study aims to validate the model of teaching critical skills built on working with current social issues, such as immigration, discrimination, and bullying. To evaluate the effectiveness of the model, teacher assessment and self-assessment questionnaires have been completed by the teacher and the students, respectively. A close analysis of the results reveals that both students and their teacher perceive the model as highly effective, in particular, in terms of self-reflection. Additionally, intrinsically motivating activities and frequent opportunities to discuss literary texts and relate them to current issues have proved to be highly beneficial for the students, providing them with a broader perspective that helps them interpret real-world problems properly. The assessment grid has proved effective, although for a wider application of the grid, the descriptors might have to be adapted to the students’ age.
Teaching and Understanding the Concept of Critical Thinking Skills within Michigan Accredited Associate Degree Dental Hygiene Programs

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Beistle, Kimberly S.

2012-01-01

This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and departmental…
Research on design of dialogue session concerning nuclear technology

International Nuclear Information System (INIS)

Karikawa, Daisuke; Takahashi, Makoto; Yagi, Ekou; Toba, Tae; Kitamura, Masaharu

2010-01-01

Toward resolving nuclear conflict, deep dialogue sessions among stakeholders having different opinions concerning nuclear technology are strongly required. In order to realize a fair and constructive dialogue session, it is necessary to pay attention to the design of the dialogue session, e.g., participant selection, agenda setting, facilitation, and rules of dialogue. The basic requirements for a dialogue session have been proposed in this study based on theoretical and empirical analyses of previous dialogue sessions on nuclear issues. The theoretical analysis has been performed based on various aspects concerning defects in nuclear communication mentioned in science and technology studies. The empirical analysis has been performed by analyzing participants' responses and by systematizing practical findings of previous dialogues. The proposed requirements for a dialogue session were utilized for the design and operation of a preliminary attempt of a dialogue session named 'Open Forum for Nuclear Communication.' Through the analysis of data, such as minutes and recorded conversations collected after the session, it has been confirmed that the prespecified requirements have been satisfied. In addition, the participants' responses have shown a high acceptance for an open forum. According to these results, the basic validity and effectiveness of the proposed requirements in the design of a dialogue session have been successfully demonstrated. (author)
Minding the Gap: Comics as Scaffolding for Critical Literacy Skills in the Classroom

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Vie, Stephanie; Dieterle, Brandy

2016-01-01

Comics--both digital and print--increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to…
Improving Critical Thinking Skills Using Learning Model Logan Avenue Problem Solving (LAPS)-Heuristic

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Anggrianto, Desi; Churiyah, Madziatul; Arief, Mohammad

2016-01-01

This research was conducted in order to know the effect of Logan Avenue Problem Solving (LAPS)-Heuristic learning model towards critical thinking skills of students of class X Office Administration (APK) in SMK Negeri 1 Ngawi, East Java, Indonesia on material curve and equilibrium of demand and supply, subject Introduction to Economics and…
Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society

Directory of Open Access Journals (Sweden)

Nermine Abd Elkader

2015-01-01

Full Text Available The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students’ rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.

Imre Lakatos's Use of Dialogue.

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Greig, Judith Maxwell

This paper uses a book, "Proofs and Refutations: The Logic of Mathematical Discovery," as an example of Lakatos's use of dialogue. The book was originally adapted from his dissertation and influenced by Polya and Popper. His discussion of the Euler conjecture is summarized. Three purposes for choosing the dialogue form for the book were…
The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

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Sudarmin, S.; Mursiti, S.; Asih, A. G.

2018-04-01

In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.
The Structured Assessment Dialogue

DEFF Research Database (Denmark)

Dolin, Jens; Bruun, Jesper; Nielsen, Sanne Schnell

2018-01-01

The two key purposes of assessment, formative and summative, are often in a contradictory position if they are used concurrently. The summative assessment of learning will often prevent the formative assessment for learning to be realised (Butler, J Educ Psychol 79(4):474, 1987), meaning...... assessment method involving three distinct phases: A 5-min student-teacher dialogue, a 5-min peer feedback phase and finally 2–3-min of student self-reflection. We describe the rationales for the SAD and analyse results from classroom implementations in Denmark and Finland. First, using focus group interview...... that the learning potential of the assessment will often be minimal. It is therefore a central challenge to find ways to combine the dual use of assessment. The structured assessment dialogue (SAD) is a candidate for such a combination. This chapter introduces the structured assessment dialogue – a short ritualised...
Sketching for Developing Critical Thinking Skills

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Eriksson, S. C.; Wang, P.; Sim, T. B.; Goh, E.; Ng, H. K.

2013-12-01

Sketching is a valuable field technique to support a person's observation, recording, interpretation and communication of important features in both natural and human-made landscapes. The Singapore geography syllabus employs an inquiry approach and encourages sketching as a fundamental geographical skill. Sketching allows the learner to connect with the world through a personal and kinesthetic experience. The Earth Observatory of Singapore collaborates with the Singapore Geography Teachers' Association, Urban Sketchers, and National Institute of Education professional development to give teachers both basic sketching skills and the opportunity to develop those skills in a scaffolded environment. In Singapore, geography and geology skills overlap in content area of coastal processes, climate change, and plate tectonics with its associated natural hazards such as volcanoes, earthquakes, and tsunami. Both disciplines are interested in how people live on the Earth. Likewise, basic skills such as observing, classifying, measuring, and communicating cut across disciplines of social and natural sciences in order to analyze, synthesize, and evaluate information about the world. Hence, sketching, commonly considered an art skill, is used to further scientific thinking. This somewhat unique collaboration to develop sketching in teachers is based on the long tradition of sketches in geological field work, the newly popular urban sketching community, and professional development by a professional organization and the Singapore National Institute of Education. Workshops provide technique as well as opportunities for sketching with experts in different areas relevant to the geography curriculum.
A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills.

Science.gov (United States)

Johanns, Beth; Dinkens, Amber; Moore, Jill

2017-11-01

The advantages of using traditional closed-book examinations are closely compared to the advantages of using open-book examinations for the development of critical thinking skills in nursing students. The use of critical thinking skills is vital among nurses to assess patient needs and modify standard approaches to individualize care for better patient outcomes. The following areas are compared and contrasted for both closed-book and open-book examinations: examination preparation, rote memorization versus active learning, intellectual engagement, simulation of working environment, higher order thinking skills, anxiety reduction and student satisfaction. During investigation of closed-book examinations and open-book examinations, the use of collaborative testing was unveiled. Collaborative testing combines areas from both closed-book and open-book examinations. Based on the systematic review of literature, the recommendation is to use a mixed method of examination types throughout the course of the nursing program. Each type of examination helps develop different skill sets in the nursing student. Copyright © 2017 Elsevier Ltd. All rights reserved.
The Critical Thinking Skills of Teacher Candidates Turkish Republic of Northern Cyprus Sampling

Science.gov (United States)

Serin, Oguz

2013-01-01

Problem Statement: The main function of education is to prepare individuals for life. In this context, education aims to equip individuals throughout the different stages of education, where most of the time individuals learn how they should behave, as well as how to manage problems with effective problem-solving and critical thinking skills. The…
Pediatric Critical Care Nursing Research Priorities-Initiating International Dialogue.

Science.gov (United States)

Tume, Lyvonne N; Coetzee, Minette; Dryden-Palmer, Karen; Hickey, Patricia A; Kinney, Sharon; Latour, Jos M; Pedreira, Mavilde L G; Sefton, Gerri R; Sorce, Lauren; Curley, Martha A Q

2015-07-01

To identify and prioritize research questions of concern to the practice of pediatric critical care nursing practice. One-day consensus conference. By using a conceptual framework by Benner et al describing domains of practice in critical care nursing, nine international nurse researchers presented state-of-the-art lectures. Each identified knowledge gaps in their assigned practice domain and then poised three research questions to fill that gap. Then, meeting participants prioritized the proposed research questions using an interactive multivoting process. Seventh World Congress on Pediatric Intensive and Critical Care in Istanbul, Turkey. Pediatric critical care nurses and nurse scientists attending the open consensus meeting. Systematic review, gap analysis, and interactive multivoting. The participants prioritized 27 nursing research questions in nine content domains. The top four research questions were 1) identifying nursing interventions that directly impact the child and family's experience during the withdrawal of life support, 2) evaluating the long-term psychosocial impact of a child's critical illness on family outcomes, 3) articulating core nursing competencies that prevent unstable situations from deteriorating into crises, and 4) describing the level of nursing education and experience in pediatric critical care that has a protective effect on the mortality and morbidity of critically ill children. The consensus meeting was effective in organizing pediatric critical care nursing knowledge, identifying knowledge gaps and in prioritizing nursing research initiatives that could be used to advance nursing science across world regions.
A Dialogue Game Protocol for Agent Purchase Negotiations

NARCIS (Netherlands)

McBurney, P.; Eijk, R.M. van; Parsons, S.; Amgoud, L.

2003-01-01

We propose a dialogue game protocol for purchase negotiation dialogues which identifies appropriate speech acts, defines constraints on their utterances, and specifies the different sub-tasks agents need to perform in order to engage in dialogues according to this protocol. Our formalism combines
CONSIDERATIONS ON THE EUROPEAN SOCIAL DIALOGUE

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Mihai, OPRESCU

2014-11-01

Full Text Available At the moment, worldwide, social dialogue is considered to be a very useful tool in solving serious social problems caused by globalization or as a consequence of the way the costs and benefits of the economic changes are distributed. Promoting social dialogue at European level remains a strategic objective of the European Union, which must be sustained by all appropriate means, and in the same time it should be used as an instrument for Stability and Development. Improving the convergence of the social partners' actions from the Member States with the social partners' actions from the Community level is required for the effectiveness of European social dialogue. Social dialogue will be applied, in the next period, into the trans-national system, at regional and inter-regional levels, given the trends of decentralization, integration and globalization that affect all communities.
Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

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Nation, Kate

2017-12-01

The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or `sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.
Ontological assumptions in techno-anthropological explorations of online dialogue through information systems

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Andrule, Kristine

2015-01-01

With the widespread infusion of online technology there has been an increase in various studies investigating the practices in online communities including also philosophical perspectives. What those debates have in common is that they call for more critical thinking about the theory of online...... communication. Drawing on Techno-Anthropological research perspectives, our interest is placed on exploring and identifying human interactions and technology in intersectional spaces. This article explores information systems that allow for interchanges of different users. We discuss ontological assumptions...... that focus on understanding the kind of dialogue that can be captured between different expert groups when they utilize information systems. We present the notion of ‘dialogic’ by Mikhail Bakhtin and contextualize it through an analysis of online dialogue. Dialogic or ‘conversation and inquiry’ is discussed...
Peer work in Open Dialogue: A discussion paper.

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Bellingham, Brett; Buus, Niels; McCloughen, Andrea; Dawson, Lisa; Schweizer, Richard; Mikes-Liu, Kristof; Peetz, Amy; Boydell, Katherine; River, Jo

2018-03-25

Open Dialogue is a resource-oriented approach to mental health care that originated in Finland. As Open Dialogue has been adopted across diverse international healthcare settings, it has been adapted according to contextual factors. One important development in Open Dialogue has been the incorporation of paid, formal peer work. Peer work draws on the knowledge and wisdom gained through lived experience of distress and hardship to establish mutual, reciprocal, and supportive relationships with service users. As Open Dialogue is now being implemented across mental health services in Australia, stakeholders are beginning to consider the role that peer workers might have in this model of care. Open Dialogue was not, initially, conceived to include a specific role for peers, and there is little available literature, and even less empirical research, in this area. This discussion paper aims to surface some of the current debates and ideas about peer work in Open Dialogue. Examples and models of peer work in Open Dialogue are examined, and the potential benefits and challenges of adopting this approach in health services are discussed. Peer work in Open Dialogue could potentially foster democracy and disrupt clinical hierarchies, but could also move peer work from reciprocal to a less symmetrical relationship of 'giver' and 'receiver' of care. Other models of care, such as lived experience practitioners in Open Dialogue, can be conceived. However, it remains uncertain whether the hierarchical structures in healthcare and current models of funding would support any such models. © 2018 Australian College of Mental Health Nurses Inc.
Examining the Relationship between Pre-Service Teachers' Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

Science.gov (United States)

Cansoy, Ramazan; Türkoglu, Muhammet Emin

2017-01-01

The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and…
Analyzing stakeholders' workshop dialogue for evidence of social learning

Directory of Open Access Journals (Sweden)

Amanda L. Bentley Brymer

2018-03-01

Full Text Available After much debate and synthesis, social learning scholarship is entering an era of empirical research. Given the range across individual-, network-, and systems-level perspectives and scales, clear documentation of social learning processes is critical for making claims about social learning outcomes and their impacts. Past studies have relied on participant recall and concept maps to document perceptions of social learning process and outcome. Using an individual-centric perspective and importing ideas from communication and psychology on question-answer learning through conversational agents, we contribute an expanded conceptual framework and qualitative analytical strategy for assessing stakeholder dialogue for evidence of social learning. We observed stakeholder dialogue across five workshops coordinated for the Bruneau-Owyhee Sage-Grouse Habitat Project (BOSH in Owyhee County, Idaho, USA. Participants' dialogue was audio recorded, transcribed, and analyzed for cross-case patterns. Deductive and inductive coding techniques were applied to illuminate cognitive, relational, and epistemic dimensions of learning and topics of learning. A key finding supports our inclusion of the epistemic dimension and highlights a need for future research: although some participants articulated epistemic positions, they did not challenge each other to share sources or justify factual claims. These findings align with previous research suggesting that, in addition to considering diversity and representation (who is at the table, we should pay more attention to how participants talk, perhaps prompting specific patterns of speech as we endeavor to draw causal connections between social learning processes and outcomes.
Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

OpenAIRE

Farah Qamar

2016-01-01

Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their le...
Empowerment of Students Critical Thinking Skills Through Implementation of Think Talk Write Combined Problem Based Learning

OpenAIRE

Yanuarta, Lidya; Gofur, Abdul; Indriwati, Sri Endah

2016-01-01

Critical thinking is a complex reflection process that helps individuals become more analytical in their thinking. Empower critical thinking in students need to be done so that students can resolve the problems that exist in their life and are able to apply alternative solutions to problems in a different situations. Therefore, Think Talk Write (TTW) combined Problem Based Learning (PBL) were needed to empowered the critical thinking skills so that students were able to face the challenges of...
The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

Science.gov (United States)

Duran, Meltem; Dökme, Ilbilge

2016-01-01

The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…
Reflective Role-Playing in the Development of Dialogic Skill

Science.gov (United States)

Hersted, Lone

2017-01-01

Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of…
Exploring critical thinking in critical care nursing education: a pilot study.

Science.gov (United States)

Rogal, Sonya M; Young, Jeanne

2008-01-01

Critical care nurses process vast amounts of information and require well developed critical-thinking skills to make clinical decisions. Using a pretest posttest design, the critical-thinking skills of 31 postgraduate nurses were evaluated using the California Critical Thinking Skills Test (CCTST). For the total group, mean critical-thinking scores improved slightly over time. The CCTST revealed a mean pretest score of 18.5 and a mean posttest score of 19.7, both of which were higher than the established norms for the test. Overall, no significant difference was observed between pretest and posttest. However, statistical significance was observed posttest for nurses whose critical-thinking scores improved (p critical-thinking skills during the course of their study.
Conversational evidence in therapeutic dialogue.

Science.gov (United States)

Strong, Tom; Busch, Robbie; Couture, Shari

2008-07-01

Family therapists' participation in therapeutic dialogue with clients is typically informed by evidence of how such dialogue is developing. In this article, we propose that conversational evidence, the kind that can be empirically analyzed using discourse analyses, be considered a contribution to widening psychotherapy's evidence base. After some preliminaries about what we mean by conversational evidence, we provide a genealogy of evaluative practice in psychotherapy, and examine qualitative evaluation methods for their theoretical compatibilities with social constructionist approaches to family therapy. We then move on to examine the notion of accomplishment in therapeutic dialogue given how such accomplishments can be evaluated using conversation analysis. We conclude by considering a number of research and pedagogical implications we associate with conversational evidence.

Three dialogues concerning robots in elder care.

Science.gov (United States)

Metzler, Theodore A; Barnes, Susan J

2014-01-01

The three dialogues in this contribution concern 21st century application of life-like robots in the care of older adults. They depict conversations set in the near future, involving a philosopher (Dr Phonius) and a nurse (Dr Myloss) who manages care at a large facility for assisted living. In their first dialogue, the speakers discover that their quite different attitudes towards human-robot interaction parallel fundamental differences separating their respective concepts of consciousness. The second dialogue similarly uncovers deeply contrasting notions of personhood that appear to be associated with respective communities of nursing and robotics. The additional key awareness that arises in their final dialogue links applications of life-like robots in the care of older adults with potential transformations in our understandings of ourselves - indeed, in our understandings of the nature of our own humanity. This series of dialogues, therefore, appears to address a topic in nursing philosophy that merits our careful attention. © 2013 John Wiley & Sons Ltd.
Situating Cogenerative Dialogue in a Cosmopolitan Ethic

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Christopher Emdin

2006-03-01

Full Text Available In this article, we acknowledge the transformative nature of cogenerative dialogues and focus on the ethical dimension of the practice in order to move educational research, classrooms and schools beyond the current conceptions of what is ethical. Utilizing a fusion of the Belmont Report with nuanced notions of fourth generation evaluation procedures, we root cogenerative dialogues in a philosophical approach to cosmopolitanism that acknowledges the differences between multiple participants, multiple fields, and varying ways of knowing and being. Firstly, we consider how rooting the character of the truly ethical research act in a cosmopolitan ideal can attain participant beneficence. Secondly, we consider how to avoid the potential pitfalls of authenticity criteria in the practice of cogenerative dialogues by enacting practices that maximize tactical authenticity. Our approach to cogenerative dialogues serves as a method for critique and analysis that challenges our current practice and considers the ethics of cogenerative dialogues in inner city schools in a new light. URN: urn:nbn:de:0114-fqs0602390
Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

Science.gov (United States)

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-07-01

Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (pcritical thinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
Critical Thinking Skills and Academic Maturity: Emerging Results from a Five-Year Quality Enhancement Plan (QEP) Study

Science.gov (United States)

Toppin, Ian N.; Chitsonga, Shadreck

2016-01-01

The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning…
Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

Science.gov (United States)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.
On confessional dialogue and collective subjects

DEFF Research Database (Denmark)

Olsson, Ulf; Petersson, Kenneth; Krejsler, John B.

2015-01-01

The concept of dialogue as an ideal for face-to face relationships in education has a long history in Western societies. Dialogue, however, does not only opeate in face-to-face relationships but also between collective subjects such as national states. The focus of this chapter is to discuss...... the operation of dialogue as a governmental practice in the construction of the contemporary European Higher Educational Area (EHEA) as a transnational political space. In this context the Bologna Process, as an expression of the rationalities of Open Method of Coordination, operates as a goal directed...... machinery or, as we prefer to call it, as a dialogic dispositive for the governmentalisation of Europe as a transnational political space. Dialogue operates as a means to reaching a form of unity in diversity considered inevitable if the hope for a future Europe with smart, sustainable and inclusive growth...
The features of argumentation skills formation problem in Higher Educational Establishment students

OpenAIRE

Tamozhska I. V.

2010-01-01

Deals with argumentation skill formation in future specialist's professional preparation: kinds and ways of argumentation, influence of communicative co-operation means on compromise zones defining and general decision making, strategy choice in communicators' behavior at argumentation phase in a dialogue, defining of effective factors of convincing argumentation influence in communicators. The work suggests the system of methodological research means for argumentation skill formation in High...
Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.

Science.gov (United States)

McCarthy-Tucker, Sherri

2001-01-01

Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)
The Effect of Dialogue Journal Writing on EFL Students' Writing Skill

Directory of Open Access Journals (Sweden)

Ali Gholami Mehrdad

2008-02-01

Full Text Available Despite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997. Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s of such activity on writing ability of a group of English students at Islamic Azad University- Hamedan branch. To do this, 50 students obtaining 1 and 2 on the TWE scale on the structure section of a TOEFL test were selected and randomly assigned to experimental and control groups. After some introductory sessions, the students were asked to write paragraphs on a weekly schedule and hand them in to be corrected. In the experimental group the students were, furthermore, asked to keep journals and hand them in. After 4 months, the students in both groups took part in a writing exam in which they had to write two paragraphs on the topics given. The comparison of the means at p
Fostering critical thinking skills: a strategy for enhancing evidence based wellness care

Directory of Open Access Journals (Sweden)

Jamison Jennifer R

2005-09-01

Full Text Available Abstract Chiropractic has traditionally regarded itself a wellness profession. As wellness care is postulated to play a central role in the future growth of chiropractic, the development of a wellness ethos acceptable within conventional health care is desirable. This paper describes a unit which prepares chiropractic students for the role of "wellness coaches". Emphasis is placed on providing students with exercises in critical thinking in an effort to prepare them for the challenge of interfacing with an increasingly evidence based health care system. Methods This case study describes how health may be promoted and disease prevented through development of personalized wellness programs. As critical thinking is essential to the provision of evidence based wellness care, diverse learning opportunities for developing and refining critical thinking skills have been created. Three of the learning opportunities are an intrinsic component of the subject and, taken together, contributed over 50% of the final grade of the unit. They include a literature review, developing a client wellness contract and peer evaluation. In addition to these 3 compulsory exercises, students were also given an opportunity to develop their critical appraisal skills by undertaking voluntary self- and unit evaluation. Several opportunities for informal self-appraisal were offered in a structured self-study guide, while unit appraisal was undertaken by means of a questionnaire and group discussion at which the Head of School was present. Results Formal assessment showed all students capable of preparing a wellness program consistent with current thinking in contemporary health care. The small group of students who appraised the unit seemed to value the diversity of learning experiences provided. Opportunities for voluntary unit and self-appraisal were used to varying degrees. Unit evaluation provided useful feedback that led to substantial changes in unit structure
The development and validation of the Blended Socratic Method of Teaching (BSMT: An instructional model to enhance critical thinking skills of undergraduate business students

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Eugenia Arazo Boa

2018-01-01

Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and
Dialogue is bliss

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Giancarlo Sturloni

2008-03-01

Full Text Available The practice of dialogue does not erase the conflicts that can be found upon solid diverging interests. But conflicts are not forcedly a trauma. More then an impossible abolition of diversity, it is important to promote a practice that helps everybody to express their own point of view looking for socially sustainable solution between the parts. But according to Sturloni, «Even in that case: not a dialogue meant to achieve a utopian unitary view able to level all divergences, but to allow the expression of different perspectives and of legitimate interests. The final aim should be to make a choice shared as much as possible within the legal system of a democratic country».
A study of the development of critical thinking skills using an innovative web 2.0 tool.

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Eales-Reynolds, Lesley-Jane; Gillham, David; Grech, Carol; Clarke, Colin; Cornell, Jacqueline

2012-10-01

Healthcare educators face numerous challenges including technological change, information overload, and the need to maintain clinical expertise and research knowledge across multiple specialities. Students also need to develop their capacity for critical thinking, using and discriminating between diverse sources of knowledge in order to advance their own practice. To investigate student perceptions of the affordances of a novel web 2.0-based tool--the Web Resource Appraisal Process (WRAP), designed to support the development of critical thinking skills, and to identify how student's understanding of critical thinking and their use of web 2.0 resources might inform the cross-disciplinary development of the WRAP. A two phase, action research study of student perceptions of the WRAP and their ability to source and identify valid information sources. Implemented at the University of South Australia, development of the WRAP is an international project with the University of Westminster, UK. Students from international locations participated in the project. A mixed methods approach was adopted involving a two phase action research study. In phase one, student perceptions of the WRAP were obtained using a modified course feedback questionnaire. This informed the development of a subsequent questionnaire used to survey student perceptions of their usage of online resources, the ease of access of such resources and their approaches to determining their validity. Results suggest that students mainly use traditional resources when preparing work for assessment and they either do not understand the concept of, or do not exercise, critical thinking skills in such activities. However, the feedback from students using the WRAP, demonstrated that they found it instructive and useful. To ensure that practice developments are based on authoritative evidence, students need to develop critical thinking skills which may be facilitated by tools such as the WRAP. Crown Copyright © 2012
Medical students can learn the basic application, analytic, evaluative, and psychomotor skills of critical care medicine.

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Rogers, P L; Jacob, H; Thomas, E A; Harwell, M; Willenkin, R L; Pinsky, M R

2000-02-01

To determine whether fourth-year medical students can learn the basic analytic, evaluative, and psychomotor skills needed to initially manage a critically ill patient. Student learning was evaluated using a performance examination, the objective structured clinical examination (OSCE). Students were randomly assigned to one of two clinical scenarios before the elective. After the elective, students completed the other scenario, using a crossover design. Five surgical intensive care units in a tertiary care university teaching hospital. Forty fourth-year medical students enrolled in the critical care medicine (CCM) elective. All students evaluated a live "simulated critically ill" patient, requested physiologic data from a nurse, ordered laboratory tests, received data in real time, and intervened as they deemed appropriate. Student performance of specific behavioral objectives was evaluated at five stations. They were expected to a) assess airway, breathing, and circulation in appropriate sequence; b) prepare a manikin for intubation, obtain an acceptable airway on the manikin, demonstrate bag-mouth ventilation, and perform acceptable laryngoscopy and intubation; c) provide appropriate mechanical ventilator settings; d) manage hypotension; and e) request and interpret pulmonary artery data and initiate appropriate therapy. OSCEs were videotaped and reviewed by two faculty members masked to time of examination. A checklist of key behaviors was used to evaluate performance. The primary outcome measure was the difference in examination score before and after the rotation. Secondary outcomes included the difference in scores at each rotation. The mean preelective score was 57.0%+/-8.3% compared with 85.9%+/-7.4% (ppsychomotor skills necessary to initially manage critically ill patients. After an appropriate 1-month CCM elective, students' thinking and application skills required to initially manage critically ill patients improved markedly, as demonstrated by an OSCE
THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

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Dicky Iranto

2014-10-01

Full Text Available Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experiment method with non-equivalent group design. The conclusion of this research shows that there is enhancement to the students’ critical thinking skill significantly and suggested to use this method on another topic, schools gives the hypermedia facilities, and researching another learning competences.
The art of Dialogue in Coaching

DEFF Research Database (Denmark)

Stelter, Reinhard

Not alle conversations and types of dialogue are supportive and suitable for individuals looking for help in their professional or private life. It is important to understand the social and organizational context to be able to establish meaningfulness and a value base. Dialogues can be the basis ...
Dialogues on modern physics

CERN Document Server

Sachs, Mendel

1998-01-01

In this book, important conceptual developments of the two major revolutions of modern physics - the quantum and relativity theories - are presented in a nonmathematical, dialectical form of dialogue. The implications of conflicting philosophical attitudes of these revolutions in physics and applications to topics such as cosmology/astrophysics and high energy physics are emphasized. It is argued that for any substantial progress in our understanding of 21st century physics, it will be necessary to resolve these 20th century conflicts. These richly rewarding dialogues provide a starting point
The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses.

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Gloudemans, Henk A; Schalk, René M J D; Reynaert, Wouter

2013-03-01

In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). First, ANOVA was performed to test whether the two groups were comparable with respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurses was supported (p<0.01). Years in function turned out to be positively related to self-efficacy beliefs (p<0.01). No significant relation was found between the level of education and self-efficacy beliefs. The results of this study support career development and facilitate more efficient positioning of nursing levels. Copyright © 2012 Elsevier Ltd. All rights reserved.
Pre-Service Teachers' Conceptions of Effective Teacher Talk: Their Critical Reflections on a Sample Teacher-Student Dialogue

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Lee, Ji-Eun; Kim, Kyoung-Tae

2016-01-01

This study aimed to explore pre-service elementary teachers' (PSTs') conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study…
The Factors Affecting Techno-Pedagogical Competencies and Critical Thinking Skills of Preservice Mathematics Teachers

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Yildiz, Avni

2017-01-01

Students' high-level thinking skills, like critical thinking, have been developed thanks to the use of technology. When the previous researches in the literature are analyzed, it will be understood that this research is original by providing significant contributions to the literature. This research aims to investigate whether techno-pedagogical…

An Analysis of the Teaching of Critical Thinking Skills in History in Postsecondary Education

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Arrington, Walter T. Ted

2017-01-01

This study is an investigation and analysis of the teaching of critical thinking skills in eight public universities in Texas, in particular the History, Education, and Business departments. The study is, in part, a document analysis of the universities' mission statements, the departments' stated learning objectives, and two upper level…
An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

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Incikabi, Lutfi; Tuna, Abdulkadir; Biber, Abdullah Cagri

2013-01-01

This study aimed to investigate the existence of the relationship between mathematics teacher candidates' critical thinking skills and their logical thinking dispositions in terms of the variables of grade level in college, high school type, and gender. The current study utilized relational survey model and included a total of 99 mathematics…
Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

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Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N; Collins, Laura J

2012-01-01

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and
Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

Science.gov (United States)

Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N.; Collins, Laura J.

2012-01-01

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and
Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

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Jeanne Ting Chowning

Full Text Available Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001 between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001 in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student
Inculcating and encouraging the use of critical thinking skills in science student teachers in Malaysia

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Osman, Kamisah

Malaysia is a multi-racial, largely Muslim, country rapidly emerging from a colonialist past and preparing itself to compete in a global society. The Malaysian government whilst striving to retain its moral and cultural identity has recently introduced long term plans through its Vision 2020 programme, giving direction to its educational thrust at primary, secondary and tertiary levels well into the new millennium. It is envisaged that important among the skills Malaysians will need to have to take advantage of their new position in the world order is the ability to think creatively and critically and be capable of solving problems and making decisions between an awesome array of choice. The importance of education in developing such skills is explicitly recognised in Vision 2020. This thesis looks specifically at how this might be accomplished in the training of secondary school science teachers. This study uses an array of instruments, including the California Critical Thinking Disposition Inventory, the Cornell Critical Thinking Test, Level X, the Science Teaching Observation Schedule, and a number of instruments specifically developed for the study, all of whose reliability and validity are carefully established. The study seeks to explore the effectiveness of an intervention strategy in changing pre-service science teachers' dispositions towards critical thinking, their level of professional knowledge and understanding of critical thinking in the secondary science curriculum, and their changing behaviour in the science classroom as a result of this intervention strategy. Using a quasi-experimental research design, data is collected from some 142 science student teachers in the Universiti Kebangsaan Malaysia. The students were subdivided into a control and two experimental groups, the latter receiving two different instructional programmes. Multiple analysis of variance techniques demonstrated a correlation between intervention strategy and improved attitude
Framework for a new dialogue between psychoanalysis and neurosciences: is the combined neuro-psychoanalytic approach the missing link?

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Vaslamatzis Grigoris

2007-11-01

Full Text Available Abstract Freud's legacy deriving from his work The project for a scientific psychology (1895 could give a new impetus to the dialogue between psychoanalysis and neurosciences. A rapproachment phase is warrented. Based on the work of psychoanalysts who are themselves neuroscientists (such as Mauro Mancia, Martha Koukkou and Harold Shevrin or have a long term dialogue with neuroscientists (Arnold Modell, three points of epistemological congruence are described: 1. dualism is no longer a satisfactory solution 2. cautions for the centrality of interpretation (hermeneutics 3. the self-criticism of neuroscientists
Framework for a new dialogue between psychoanalysis and neurosciences: is the combined neuro-psychoanalytic approach the missing link?

Science.gov (United States)

Vaslamatzis, Grigoris

2007-01-01

Freud's legacy deriving from his work The project for a scientific psychology (1895) could give a new impetus to the dialogue between psychoanalysis and neurosciences. A rapproachment phase is warrented. Based on the work of psychoanalysts who are themselves neuroscientists (such as Mauro Mancia, Martha Koukkou and Harold Shevrin) or have a long term dialogue with neuroscientists (Arnold Modell), three points of epistemological congruence are described: 1. dualism is no longer a satisfactory solution 2. cautions for the centrality of interpretation (hermeneutics) 3. the self-criticism of neuroscientists PMID:17976245
Effect of simulation-based emergency cardiac arrest education on nursing students' self-efficacy and critical thinking skills: Roleplay versus lecture.

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Kim, Eunsook

2018-02-01

Simulation education is a learning method for improving self-efficacy and critical thinking skills. However, not much study has been done on how to use it for education on emergency cardiac arrest situations, for which a multidisciplinary team approach is required. This study investigated the effects of simulation education on nursing students' self-efficacy and critical thinking skills in emergency cardiac arrest situations. A quasi-experimental research approach with a crossover design was used to compare two types of simulation instruction methods. This study was conducted with 76 nursing students divided into two groups by order of instruction methods, in November and December 2016. Both groups of participants experienced a simulation lesson based on the same emergency scenario. Group A first completed a roleplay of an emergency cardiac arrest situation in a clinical setting, while Group B first listened to a lecture on the procedure. After ten days, Group A repeated the simulation exercise after listening to the lecture, while Group B completed the simulation exercise after the roleplay. The students' self-efficacy and critical thinking skills were measured using a questionnaire before and after each session. In the first session, self-efficacy and critical thinking skills scores increased greatly from pretest to posttest for Group A in comparison to Group B; no statistically significant difference was found between the two groups. In the second session, Group B showed a significant increase between pretest and posttest, while Group A showed no significant difference. Conducting the simulation exercise after the roleplay was a more effective teaching method than conducting it after the lecture. Moreover, having the nursing students assume various roles in realistic roleplay situations combined with simulation exercises led to a deeper understanding of clinical situations and improved their self-efficacy and critical thinking skills. Copyright © 2017 Elsevier
Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching.

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Lima, Margarete Maria de; Reibnitz, Kenya Schmidt; Kloh, Daiana; Vendruscolo, Carine; Corrêa, Aline Bússolo

2016-01-01

to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing. qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage. point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice. in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.
Neuroeducation in dialogue: neuromyths in theaching-learning process and in moral education

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Daniel Pallarés-Domínguez

2017-02-01

Full Text Available This paper presents a brief critical review of some of the current issues that are being studied in the intersection of neuroscience, education and ethics. The first objective is to reflect on the relation between the basic assumptions that define the current conceptualization of education. Keeping an interdisciplinary dialogue, the second objective is to analyse some of the neuromyths in the teachinglearning process. The third objective is to find certain neuromyths in moral education, especially from what some of the most important authors in neuroethics have established about the moral behavior according to studies of the human brain. Through and argumentative methodology, we will propose an orientative dialogue and interdisciplinar direction in the development of this new social neuroscience, always maintaining an ethical commitment to the full development of human beings in the pursuit of universal justice demands proposed.
The Impacts of 'Problem-Based Learning’ Approach in Enhancing Critical Thinking Skills to Teaching Literature

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Mairas Abd Rahman

2016-11-01

Full Text Available Teaching can be challenging task especially when the students are categorized as reluctant readers, low self-motivated and lack of critical thinking skills. Therefore, this study focuses on a successful problem-based learning approach on university course called ‘Literature for Language Purposes' taken by Bachelor of English with Communication students at a local Malaysian university. The aim of this study is to investigate the impacts of carrying out problem-based learning in teaching literature. The project involved 55 undergraduates and part of their major course assignments was to organize and participate in an annual English language drama competition. The data was collected through students’ reflective journals, researchers’ reflective journals, response from end of semester questionnaire given and, lecturers’ evaluation on FILA tables. The findings show that problem-based learning is suitable and beneficial in teaching and enhancing critical thinking skills.
The DIALOGUE project. Report from the Actors group

International Nuclear Information System (INIS)

1993-11-01

The DIALOGUE project has been conducted by the Swedish Nuclear Power Inspectorate (SKI) since 1990. The aim of the project was to stimulate a dialogue between different interest groups within Sweden. The purpose of this dialogue was to establish a licensing process, prior to a future licensing of a repository for spent nuclear waste, in which several of the parties involved are reasonably confident. The DIALOGUE project was carried out with the participation of other government agencies, municipalities and environmental groups and was headed by the former chairman of the National Licensing Board for Environmental Protection
Trinitarian Paradigm for Dialogue

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Derdziuk Andrzej

2016-12-01

Full Text Available A dialogue as a social reality consists, first and foremost, in communication between those who realize that they are called to notice and to accept the other and to treat him or her with proper respect. Such a dialogue may be motivated either by the desire to share the good or by the willingness to avoid conflict. The aforementioned approaches are marked by distinctly different attitudes, which are not only rooted in two different methodologies and have two different aims, but they also encompass two diverse procedures. More importantly, engaging in dialogue may also be motivated by realizing one’s own mission in life, i.e. acting in harmony with the spiritual nature of the human being, who is a relational being. Upon realizing his or her likeness to the Triune God, i.e. the inseparable communion of the Divine Persons, a Christian discovers that the Holy Trinity constitutes the model and source for his or her own involvement in maintaining relationships with other people.
Dialogues with social robots enablements, analyses, and evaluation

CERN Document Server

Wilcock, Graham

2017-01-01

This book explores novel aspects of social robotics, spoken dialogue systems, human-robot interaction, spoken language understanding, multimodal communication, and system evaluation. It offers a variety of perspectives on and solutions to the most important questions about advanced techniques for social robots and chat systems. Chapters by leading researchers address key research and development topics in the field of spoken dialogue systems, focusing in particular on three special themes: dialogue state tracking, evaluation of human-robot dialogue in social robotics, and socio-cognitive language processing. The book offers a valuable resource for researchers and practitioners in both academia and industry whose work involves advanced interaction technology and who are seeking an up-to-date overview of the key topics. It also provides supplementary educational material for courses on state-of-the-art dialogue system technologies, social robotics, and related research fields.
Leadership Skills.

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Hutchison, Cathleen; And Others

1988-01-01

Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…
Official and Public Dialogue in Lithuania-Russia Relationships: in Search of Communicative Solutions

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Nataliya A. Ivanova

2015-01-01

Full Text Available Abstract: Actual Lithuania-Russia relations are characterized as tension. The official rhetoric is strongly negative. The opportunities to maintain public dialogue are restricted, ideas to promote positive cooperation are being criticized by elites and government. Mass-media transmit the official standpoints of the government. Consequently, it works on even more amplification of the public break between the two societies, strengthening discredit, spreading stereotypes and myths about each other. That has been leading to estrangement between the societies of the both countries and also to increase of word outlook, emotional and mental break. In the historical perspective it might become the grand challenge for both states as neighboring countries. However, as in Russia so in Lithuania there are social communities that are interested in developing positive communication even in actual tense circumstances. Thereupon alternative communication platforms, belonging to “soft power” and public diplomacy, become special. The ones that nowadays maintain dialogue in Lithuania-Russia relationships are studied in this article. Besides, the obstacles to a constructive dialogue are revealed. Author gives recommendations on the most effective alternative platforms and “displays”
U.S.-Turkey Strategic Dialogue

OpenAIRE

Center on Contemporary Conflict

2012-01-01

FY 2012-2013. Project Leads: Clement, Victoria and Gingeras, Ryan The primary objectives of this effort are twofold: to better understand and identify solutions to the current and potential challenges to U.S. national security interests in the Middle East, and to enhance understanding of and cooperation with Turkey through a Track II dialogue. The dialogue will provide policymakers with accessible intelligence, informed by on the ground discussions with relevant stakeholders in Turkey. NA
A Need for Dialogue to Develop Tolerance

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Corina Yoris-Villasana

2016-03-01

Full Text Available The authoress claims that civic education must be grounded in a deep sense of belonging, which, in turn, involves values such as freedom, equality, civility, justice, pluralism and, above all, ensures the development of dialogue and tolerance in the individual, dialogue and tolerance which are essential attributes of a democratic attitude. Tolerance and dialogue are the pivots of citizenship in a society which is to function peacefully. She concludes that by developing these values individuals can better participate in the pursuit of social ideals.
From Monologue to Dialogue: Natural Language Generation in OVIS

OpenAIRE

Theune, Mariet; Freedman, R.; Callaway, C.

2003-01-01

This paper describes how a language generation system that was originally designed for monologue generation, has been adapted for use in the OVIS spoken dialogue system. To meet the requirement that in a dialogue, the system’s utterances should make up a single, coherent dialogue turn, several modifications had to be made to the system. The paper also discusses the influence of dialogue context on information status, and its consequences for the generation of referring expressions and accentu...

Gesturing on the Telephone: Independent Effects of Dialogue and Visibility

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Bavelas, Janet; Gerwing, Jennifer; Sutton, Chantelle; Prevost, Danielle

2008-01-01

Speakers often gesture in telephone conversations, even though they are not visible to their addressees. To test whether this effect is due to being in a dialogue, we separated visibility and dialogue with three conditions: face-to-face dialogue (10 dyads), telephone dialogue (10 dyads), and monologue to a tape recorder (10 individuals). For the…
Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.

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Sahoo, Soumendra; Mohammed, Ciraj Ali

2018-06-01

This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.
Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

Directory of Open Access Journals (Sweden)

Soumendra Sahoo

2018-06-01

Full Text Available Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.
Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

Science.gov (United States)

Junsay, Merle L.

2016-01-01

This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…
THE PROFESSIONAL'S OF PHYSICAL EDUCATION REGULATION: ONE DIALOGUES WITH HEBERT MARCUSE

Directory of Open Access Journals (Sweden)

Nicole Roessle Guiata

2009-12-01

Full Text Available The present rehearsal search to make a critical analysis of the process of Regulation of the Professional of Physical education using for that the German philosopher's Herbert Marcuse thoughts. Concluded through the dialogue with the writings marcuseanos that the system CONFEF / CREF is adaptations form the all the present irrational rationality in the capitalist society, and that still exists space for a Utopia based in the beginnings of a society truly free and emancipated.
Using Oral Exams to Assess Communication Skills in Business Courses

Science.gov (United States)

Burke-Smalley, Lisa A.

2014-01-01

Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…
From Monologue to Dialogue: Natural Language Generation in OVIS

NARCIS (Netherlands)

Theune, Mariet; Freedman, R.; Callaway, C.

This paper describes how a language generation system that was originally designed for monologue generation, has been adapted for use in the OVIS spoken dialogue system. To meet the requirement that in a dialogue, the system’s utterances should make up a single, coherent dialogue turn, several
The impact of critical appraisal workshops on residents' evidence based medicine skills and knowledge

Directory of Open Access Journals (Sweden)

Nasr JA

2018-04-01

Full Text Available Justine A Nasr,1,2 John Falatko,1 Alexandra Halalau1,2 1Internal Medicine Department, Beaumont Hospital, Royal Oak, MI, USA; 2Internal Medicine Department, Oakland University William Beaumont School of Medicine, Rochester, MI, USA Objective: To assess the impact of four evidence based medicine (EBM critical appraisal education workshops in improving residents’ EBM knowledge and skills. Methods: The eligible participants in the workshops were 88 residents-in-training, postgraduate years one through four, rotating through the outpatient internal medicine clinic. Four EBM workshops, consisting of 3 days each (30 minutes daily, were taught by our faculty. Topics covered included critical appraisal of randomized controlled trials, case-control and cohort studies, diagnosis studies, and systematic reviews. Results: As a program evaluation, anonymous pre-workshop and post-workshop tests were administered. Each of the four sets of tests showed improvement in scores: therapy from 58% to 77% (42% response rate, harm from 65% to 73% (38% response rate, diagnosis from 49% to 68% (49% response rate, and systematic review from 57% to 72% (30% response rate. Conclusion: We found that teaching EBM in four short workshops improved EBM knowledge and critical appraisal skills related to the four topics. Keywords: evidence based medicine, medical education, assessment methods, graduate, instructional design, curriculum development, curriculum evaluation
Democratic Dialogue as a Process to Inform Public Policy: Reconceptualizing a Supervisory Officer’s Qualification Program

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Deirdre M. Smith

2015-06-01

Full Text Available An exploration of the collaborative reconceptualization of a provincial Supervisory Officer’s Qualification Program (SOQP through the use of dialogic approaches is the focus of this inquiry. The stories, perspectives, and lived experiences of supervisory officers, principals, teachers, parents, students, and members of the public in Ontario were included as essential voices and information sources within policy development conversations. These narratives of experience revealed the forms of knowledge, skills, dispositions, and ethical commitments necessary for effective supervisory officers today and in the future. They also illustrated the transformative nature of narrative dialogue to enlighten, deepen understanding, and alter perspec- tives. The policy development processes used in this publicly shared educational initiative serve as a model of democratic dialogue. The inclusive and dialogic methods employed to collectively reconceptualize a supervisory officer formation program illustrate an innovative framework for developing policies governing the public good.
Platonic Dialogue, Maieutic Method and Critical Thinking

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Leigh, Fiona

2007-01-01

In this paper I offer a reading of one of Plato's later works, the "Sophist", that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a…
The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review.

Science.gov (United States)

Benham, Brian; Hawley, Diane

2015-05-15

Students leave healthcare academic programs for a variety of reasons. When they attrite, it is disappointing for the student as well as their faculty. Advanced practice nursing and other healthcare professions require not only extensive academic preparation, but also the ability to critically evaluate patient care situations. The ability to critically evaluate a situation is not innate. Critical decision making skills are high level skills that are difficult to assess. For the purpose of this review, critical decision making and critical thinking skills refer to the same constructs and will be referred to globally as critical decision making skills. The objective of this review was to identify the effectiveness of tools used to evaluate critical decision making skills for applicants to healthcare graduate educational programs. Adult (18 years of age or older) applicants, students enrolled and/or recent graduates (within one year from completion) of healthcare graduate educational programs. Types of interventions: This review considered studies that evaluated the utilization of unique tools as well as standard tools, such as the Graduate Record Exam or grade point average, to evaluate critical decision making skills in graduate healthcare program applicants. Types of studies: Experimental and non-experimental studies were considered for inclusion. Types of outcomes: Successful quantitative evaluations based on specific field of study standards. The search strategy aimed to find both published and unpublished studies. Studies published in English after 1969 were considered for inclusion in this review. Databases that included both published and unpublished (grey) literature were searched. Additionally, reference lists from all articles retrieved were examined for articles for inclusion. Selected papers were assessed by two independent reviewers using standardized critical appraisal instruments from Joanna Briggs Institute. Any disagreement between reviewers was
Critical Thinking Skill Acquisition in Accelerated LVN to RN Nursing Programs: An Evaluative Case Study

Science.gov (United States)

Hutchison, Billy Eugene

2013-01-01

Accelerated transitional nursing programs (ATNPs) designed specifically for licensed vocational nurses (LVNs) to transition to become registered nurses (RNs) are graduating novice nurses who need critical thinking skills to solve patient problems. The health care industry and patient outcomes depend on graduate nurses to be proficient with quality…
Fiction Film Dialogue vs Documentary Film Dialogue: Genre Peculiarities of Translation

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Вера Евгеньевна Горшкова

2016-12-01

Full Text Available The article gives an analysis of the film dialogue translation depending on the genre peculiarities of a spoken word medium, i. e. of a fiction film and of a documentary. The latter is traditionally disregarded by linguists and translators due to an established opinion that it lacks an overt literary aesthetic component. Thus it makes a documentary much easier to translate and its text gets closer to the information text the translation dominant of which is to render its information component. The article analyses an universal character of image-sense applied to different cinematographic genres. This thesis is demonstrated with examples from fiction and documentary film dialogues such as The Artist, Il y a longtemps que je t’aime, Espionne pendant la seconde guerre mondiale translated into French and Russian. It is highlighted that particular verbal components/utterances quite often get especially crucial in the context of the film dialogue increasing its poetic function and creating a complete image-sense. Such lexical units as personal pronouns «ты» and «вы» (you as the 2nd person singular in Russian and the 2nd person plural, respectively have no small share in the above process as their adequate translation contributes to the audience's integral perception of the film as an aesthetic phenomenon. It is postulated that a documentary that deals with «the creative elaboration of the reality» has a lot in common with a fiction film in the regard of its compliance with the director's intention, the presentation of the sequence of events and their respective interpretation in the film. In this regard the adequate rendering of the image-sense of a documentary is especially vital in the analysis of events separated in time. That supposition can be backed up by a translation project carried out on the material of the film dialogue translation of the documentary «Espionne pendant la seconde guerre mondiale» from French into Russian.
Forming a joint dialogue among faith healers, traditional healers and formal health workers in mental health in a Kenyan setting: towards common grounds.

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Musyimi, Christine W; Mutiso, Victoria N; Nandoya, Erick S; Ndetei, David M

2016-01-07

Qualitative evidence on dialogue formation and collaboration is very scanty in Kenya. This study thus aimed at the formation of dialogue and establishment of collaboration among the informal (faith and traditional healers) and formal health workers (clinicians) in enhancing community-based mental health in rural Kenya. Qualitative approach was used to identify barriers and solutions for dialogue formation by conducting nine Focus Group Discussions each consisting of 8-10 participants. Information on age, gender and role in health care setting as well as practitioners' (henceforth used to mean informal (faith and traditional healers) and formal health workers) perceptions on dialogue was collected to evaluate dialogue formation. Qualitative and quantitative data analysis was performed using thematic content analysis and Statistical Package Social Sciences (SPSS) software respectively. We identified four dominant themes such as; (i) basic understanding about mental illnesses, (ii) interaction and treatment skills of the respondents to mentally ill persons, (iii) referral gaps and mistrust among the practitioners and (iv) dialogue formation among the practitioners. Although participants were conversant with the definition of mental illness and had interacted with a mentally ill person in their routine practice, they had basic information on the causes and types of mental illness. Traditional and faith healers felt demeaned by the clinicians who disregarded their mode of treatment stereotyping them as "dirty". After various discussions, majority of practitioners showed interest in collaborating with each other and stated that they had joined the dialogue in order interact with people committed to improving the lives of patients. Dialogue formation between the formal and the informal health workers is crucial in establishing trust and respect between both practitioners and in improving mental health care in Kenya. This approach could be scaled up among all the
Dialogues on air pollution: an Asian example

NARCIS (Netherlands)

Kroeze, C.; Stalpers, S.I.P.

2013-01-01

The efficient reduction of transboundary air pollution requires dialogue on emission reduction at an international level. A model is under construction to facilitate such dialogues for Asia. This is the Regional Air pollution Information System (RAINS-Asia), developed at the International Institute
A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course

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Phelan, Jack Gordon

2012-01-01

This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered…
Chatbot trained on movie dialogue

OpenAIRE

Roghult, Alexander

2014-01-01

A chatbot is a computer program that engages in written or spoken conversation with a human user. This project aims to investigate the possibility of training a chatbot in using movie dialogue in generating the response. Movie dialogue can be found in both movie scripts as well as subtitles, though using subtitles is much easier as they follow a special formatting. Using one subtitle as a response to each word found in the preceding subtitle, the implemented chatbot links together subtitles. ...
Building dialogue on complex conservation issues in a conference setting.

Science.gov (United States)

Rock, Jenny; Sparrow, Andrew; Wass, Rob; Moller, Henrik

2014-10-01

Dialogue about complex science and society issues is important for contemporary conservation agendas. Conferences provide an appropriate space for such dialogue, but despite its recognized worth, best practices for facilitating active dialogue are still being explored. Face-to-face (FTF) and computer-mediated communication (CMC) are two approaches to facilitating dialogue that have different strengths. We assessed the use of these approaches to create dialogue on cultural perspectives of conservation and biodiversity at a national ecology conference. In particular, we aimed to evaluate their potential to enhance dialogue through their integrated application. We used an interactive blog to generate CMC on participant-sourced issues and to prime subsequent discussion in an FTF conference workshop. The quantity and quality of both CMC and FTF discussion indicated that both approaches were effective in building dialogue. Prior to the conference the blog averaged 126 views per day, and 44 different authors contributed a total of 127 comments. Twenty-five participants subsequently participated in active FTF discussion during a 3-h workshop. Postconference surveys confirmed that CMC had developed participants' thinking and deepened FTF dialogue; 88% indicated specifically that CMC helped facilitate the FTF discussion. A further 83% of respondents concluded that preliminary blog discussion would be useful for facilitating dialogue at future conferences. © 2014 Society for Conservation Biology.
Critical leadership and management skills for pathology practice.

Science.gov (United States)

Brimhall, Bradley B; Wright, Louis D; McGregor, Kelli L; Hernandez, James S

2007-10-01

Managed care has changed the nature of medical practice. The practice of pathology has also changed and is likely to undergo further modification. Additional skills in leadership and management are needed to perform optimally in the current medical marketplace. To determine whether pathologists view business and informatics skills as being important and valuable in their practices. A survey was sent electronically (via e-mail) to 2566 pathologists and pathology administrators. Two hundred sixteen survey recipients (8.4%) responded to the survey. The response rate to individual questions ranged from 86% to 99% (186 to 214 of 216 total respondents). Most who took the survey ranked communication (203/209; 97%), leadership skills (165/209; 79%), and systems thinking skills (155/209; 74%) as either "very important" or "essential." Fewer respondents were willing to offer salary premiums for marketing (108/196; 55%), business or finance (92/196; 47%), or staff leadership (95/196; 48%) skills unless the candidate had a track record of measurable achievement using these skills. Those practicing in academia as well as those making hiring decisions by themselves were more likely to value leadership and management skills. Fewer than 1% of respondents in any category considered current pathology residency training in leadership and management to be adequate. Prospective employers value leadership and management skills. Pathology residency programs must include meaningful training in pathology practice management and informatics to satisfy the demand for these skills in the modern pathology marketplace.
Text as occasion, dialogue as data, context as disturber

DEFF Research Database (Denmark)

Olesen, Birgitte Ravn; Pedersen, Chistina Hee

context informs focus of analysis and explore the analytic possibilities entrenched in this move! The text in centre of the experiment was produced by a feminist activist in a memory-work session realised in Peru in 2009. The researcher, who facilitated the memory-work in Peru, brought the text to Denmark...... a deconstruction of constraining meaning-making processes and impulse critical dialogue both about meanings of the thematic of the text in ‘the context of the reading’ and about how to understand what is at stake when “researchers” and “practitioners” produce knowledge through dialogical and collaborative research....

[Teaching non-technical skills for critical incidents: Crisis resource management training for medical students].

Science.gov (United States)

Krüger, A; Gillmann, B; Hardt, C; Döring, R; Beckers, S K; Rossaint, R

2009-06-01

Physicians have to demonstrate non-technical skills, such as communication and team leading skills, while coping with critical incidents. These skills are not taught during medical education. A crisis resource management (CRM) training was established for 4th to 6th year medical students using a full-scale simulator mannikin (Emergency Care Simulator, ECS, METI). The learning objectives of the course were defined according to the key points of Gaba's CRM concept. The training consisted of theoretical and practical parts (3 simulation scenarios with debriefing). Students' self-assessment before and after the training provided the data for evaluation of the training outcome. A total of 65 students took part in the training. The course was well received in terms of overall course quality, debriefings and didactic presentation, the mean overall mark being 1.4 (1: best, 6: worst). After the course students felt significantly more confident when facing incidents in clinical practice. The main learning objectives were achieved. The effectiveness of applying the widely used ECS full-scale simulator in interdisciplinary teaching has been demonstrated. The training exposes students to crisis resource management issues and motivates them to develop non-technical skills.
Impact of a concept map teaching approach on nursing students' critical thinking skills.

Science.gov (United States)

Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

2016-09-01

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.
Non-technical skills evaluation in the critical care air ambulance environment: introduction of an adapted rating instrument--an observational study.

Science.gov (United States)

Myers, Julia A; Powell, David M C; Psirides, Alex; Hathaway, Karyn; Aldington, Sarah; Haney, Michael F

2016-03-08

In the isolated and dynamic health-care setting of critical care air ambulance transport, the quality of clinical care is strongly influenced by non-technical skills such as anticipating, recognising and understanding, decision making, and teamwork. However there are no published reports identifying or applying a non-technical skills framework specific to an intensive care air ambulance setting. The objective of this study was to adapt and evaluate a non-technical skills rating framework for the air ambulance clinical environment. In the first phase of the project the anaesthetists' non-technical skills (ANTS) framework was adapted to the air ambulance setting, using data collected directly from clinician groups, published literature, and field observation. In the second phase experienced and inexperienced inter-hospital transport clinicians completed a simulated critical care air transport scenario, and their non-technical skills performance was independently rated by two blinded assessors. Observed and self-rated general clinical performance ratings were also collected. Rank-based statistical tests were used to examine differences in the performance of experienced and inexperienced clinicians, and relationships between different assessment approaches and assessors. The framework developed during phase one was referred to as an aeromedical non-technical skills framework, or AeroNOTS. During phase two 16 physicians from speciality training programmes in intensive care, emergency medicine and anaesthesia took part in the clinical simulation study. Clinicians with inter-hospital transport experience performed more highly than those without experience, according to both AeroNOTS non-technical skills ratings (p = 0.001) and general performance ratings (p = 0.003). Self-ratings did not distinguish experienced from inexperienced transport clinicians (p = 0.32) and were not strongly associated with either observed general performance (r(s) = 0.4, p = 0
Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part 1

Science.gov (United States)

Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

As teachers prepare children for the future, the need for developing critical thinking skills in students becomes clearly evident. One way to promote this process is through initiative games. Initiative games are clearly defined problems that a group must find a solution to through cooperation, physical effort and cognitive functioning. The…
Mapping mentor teachers' roles in mentoring dialogues

NARCIS (Netherlands)

Dr. F.J.A.J. Crasborn; Paul Hennissen; Fred Korthagen; Theo Bergen; Niels Brouwer

2008-01-01

The dialogue between a mentor teacher and a prospective teacher is a key element in the supervision of prospective teachers in the workplace. This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically
Disaster management and the critical thinking skills of local emergency managers: correlations with age, gender, education, and years in occupation.

Science.gov (United States)

Peerbolte, Stacy L; Collins, Matthew Lloyd

2013-01-01

Emergency managers must be able to think critically in order to identify and anticipate situations, solve problems, make judgements and decisions effectively and efficiently, and assume and manage risk. Heretofore, a critical thinking skills assessment of local emergency managers had yet to be conducted that tested for correlations among age, gender, education, and years in occupation. An exploratory descriptive research design, using the Watson-Glaser Critical Thinking Appraisal-Short Form (WGCTA-S), was employed to determine the extent to which a sample of 54 local emergency managers demonstrated the critical thinking skills associated with the ability to assume and manage risk as compared to the critical thinking scores of a group of 4,790 peer-level managers drawn from an archival WGCTA-S database. This exploratory design suggests that the local emergency managers, surveyed in this study, had lower WGCTA-S critical thinking scores than their equivalents in the archival database with the exception of those in the high education and high experience group. © 2013 The Author(s). Journal compilation © Overseas Development Institute, 2013.
Dialogue and Its Conditions: The Construction of European Citizenship

Science.gov (United States)

Hodgson, Naomi

2011-01-01

The Council of Europe's "White Paper on Intercultural Dialogue" provides an example of the way in which dialogue has become part of the current mode of governance in Europe. Throughout current policy, the terms "dialogue" and "voice" inform the introduction of practices and tools that constitute the citizen, or active learning citizen. Notions of…
A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning.

Science.gov (United States)

Latif, Rabia; Mumtaz, Sadaf; Mumtaz, Rafia; Hussain, Aamir

2018-04-18

Debate and role play for learning critical thinking and communication skills are being increasingly used in various undergraduate medical schools worldwide. We aim to compare students' views about effectiveness of two teaching strategies; debate and role play to exercise critical thinking and communication skills during problem-based learning (PBL). This is a comparative, cross-sectional, and questionnaire-based study. Our subjects were second year undergraduate female medical students enrolled in Imam Abdulrahman Bin Faisal University (IAU), College of Medicine from September 2014-2016, divided into 10 small PBL groups (10-13 students/group/year). Students rated role play and debate as equally effective in improving communication skills. Debate was rated superior to role play in "opening new avenues of thinking" (p-value is 0.01), whereas in "integration of knowledge of basic medical sciences with clinical skills" and "reflection of real life experience" students rated role play being superior to debate (p-value 0.01 and 0.00, respectively). Both role play and debate are well accepted by the students in PBL curriculum as an effective teaching methodology. Both are perceived equally good in improving students' communication skills. Few aspects of critical thinking are improved more by role plays compared to debate and vice versa. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.
Employment Social Skills: What Skills Are Really Valued?

Science.gov (United States)

Agran, Martin; Hughes, Carolyn; Thoma, Colleen A.; Scott, LaRon A.

2016-01-01

Although social skills have long been recognized as essential in promoting employees' employability (e.g., maintaining employment), there has been little research about work-related social skills for the last two decades. A systematic replication of Salzberg, Agran, and Lignugaris/Kraft's investigation of critical social skills was conducted.…
Becoming a Person of Dialogue

Directory of Open Access Journals (Sweden)

Williams Stacy A. S.

2016-12-01

Full Text Available It is imperative that Social Sciences examine in depth the underlying issues in human relations that have contributed to divisions among persons, within families, institutions, between nations and religions. If we accept that dialogue is the main currency of statecraft, diplomacy, negotiation, mediation and peacebuilding (Rieker and Turn 2015, then we need to ask ourselves, what are the characteristics of a person capable of engaging in dialogue? Are they characteristics that can be taught? Are they characteristics that make us human?
Conversation, characterisation and corpus linguistics: Dialogue in Jane Austen’s Sense and Sensibility

Directory of Open Access Journals (Sweden)

E.H. Hubbard

2002-08-01

Full Text Available This article reports on a corpus-based exploration of the role that fictional dialogue plays in characterisation. The focus is on the two main characters of Austen’s Sense and Sensibility and (a the extent to which certain features of their dialogue can be said to tie in with general perceptions that Elinor represents the “sense” and Marianne the “sensibility” of the novel’s title; and (b the extent to which Austen can be said to have exploited these features to enable the sisters to speak with subtly differing voices. The features themselves were drawn from two linguistic frameworks, namely cohesion in text linguistics (specifically, the category of conjunctive cohesion as originated by Halliday and Hasan (1976, and the category of “involvement” in register analysis (most prominently, Biber 1988. The density of these features in each dialogue was calculated, compared statistically and salient differences considered in relation to the focal issues of the study. Although two of the five hypotheses formulated were not supported, the results overall provided strong indications that Austen successfully distinguishes between the sisters through their dialogue, and often in ways that link with less subtle, more explicit cues to their character that are given in the text. The study thus reveals how certain text-linguistic and register features can underpin characterisation in fiction, and in so doing explicates aspects of what it is that readers and literary critics respond to when they comment on characterisation in a novel.
TGT for chemistry learning to enhance students' achievement and critical thinking skills

Science.gov (United States)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.
Teachers’ use of dietary recalls for exploratory dialogue in the classroom

DEFF Research Database (Denmark)

Torres, Irene

2017-01-01

Objective: This study examines teachers’ adoption and adaptation of 24-hour dietary recall technique for exploratory dialogue in the classroom with students aged 8–12 years. The focus is on the teachers’ use of the information collected through the recall tool to pose open questions, recap...... teachers. Results: Teachers using the recalls as shared objects of learning guided the class through a collaborative process of sensemaking and understanding of their food practices. Based on children’s everyday knowledge and experiences, the teachers helped to search for explanations and solutions....... The tool has potential for teachers to develop instructional skills regarding the discussion of nutrition and health practices within pre-service or in-service training....
When legitimate claims collide: communities, media and dialogue

Directory of Open Access Journals (Sweden)

Klas Grinell

2011-11-01

Full Text Available This paper discusses the exhibition Jerusalem at the Museum of World Culture (MoWC in Gothenburg, Sweden. The exhibition mixes photographs of LGBTQ (LesbianGayBiTransQueer persons in Jerusalem, with quotes from the three Abrahamitic Holy Scriptures condemning homosexual activities and behaviours. MoWC held dialogues with religious persons. Although no-one wanted to stop the exhibition, many were critical of the artist’s mixing of Holiness and Nudity/Sexuality. The Museum was criticized for bending to fundamentalist pressure, assuming that it had plans to stop the exhibition, and a media debate on censorship and freedom of speech followed. This paper analyzes the situatedness of MoWC, and its discursive belonging. How can a state governed institution deal with legitimate and opposing claims, and counter both heteronormativity and islamophobia? What discourses is the Museum institution inscribed in? What power relations follow from that? Is it, due to historic, bureaucratic, and cultural legacies, tied to certain positions and affiliations in the public space?
[Social skills in emergency and critical care professionals of a regional public hospital].

Science.gov (United States)

Leal Costa, C; Luján Cebrián, I; Gascón García, J; Ferrer Villalonga, L; Van-der Hofstadt Román, C J

2010-01-01

To assess the social skills of health care professionals in the emergency and critical care units of the regional hospital Vega Baja and analyze the association between a series of sociodemographic and professionals variables and social skills. A cross-sectional, descriptive study. Two evaluation tools were used. These included a sociodemographic and professional variables questionnaire, and the Elena Gismero's Social Skills Scale (SSS). A response rate of 82.6% was obtained. Considering the standards made by the author in SSS validation, it can be seen that the sample has obtained a medium-high score in each one of the aspects. Significant differences have been found when considering the sociodemographic variable gender as an independent variable with the complete score of SSS (F=6.555; p=0.013), and with the scale dimensions, self-expression in social situations (F=4.468; p=0.039) and making a demand (F=7.982; p=0.007). In each one of the SSS dimensions, the sample has obtained a slightly higher score than the standard sample and it within the 50-69 percentile. This indicates the existence of a medium-high level of Social Skill. The doctors score higher than the nurses, although these differences are not statistically significant. Copyright © 2010 Elsevier España, S.L. y SEEIUC. All rights reserved.
Dialogues and the problems of knowing

DEFF Research Database (Denmark)

Kreiner, Kristian; Jacobsen, Peter Holm; Jensen, Daniel Toft

2011-01-01

We describe and analyze the introduction of legitimate dialogues in architectural competitions. What happens to the competition when the contestants are allowed to interact with each other and with the competition jury? We consider dialogues to be a supplementary social technology that is becoming...... embedded in well-known forms of architectural competitions. By enabling feedback on preliminary design ideas and solutions, the dialogues are meant to accelerate processes of clarification and learning, and to enable the contestants to implement changes and improvements during the development...... of their final design entries. However, in an empirical study the actual effects proved less straight-forward. The feedback allowed the architects to react and adapt, but in some cases they reacted and adapted in ways which they later regretted. By showing that feedback may also mislead the architectural teams...
Promoting a Dialogue between Neuroscience and Education

Science.gov (United States)

Turner, David A.

2011-01-01

There have been a number of calls for a 'dialogue' between neuroscience and education. However, 'dialogue' implies an equal conversation between partners. The outcome of collaboration between neuroscientists and educators not normally expected to be so balanced. Educationists are expected to learn from neuroscience how to conduct research with…
Towards critical aspects of Confucianism

Directory of Open Access Journals (Sweden)

Dunaj Ľubomír

2016-12-01

Full Text Available This paper consists of two parts. The first deals with the issue of whether it is possible to coherently employ the term ‘critical Confucian’ in general, i.e. whether it is a paradox or oxymoron. It will be argued that Confucianism should not be identified with any particular ideology and, therefore, can be critical. This critical potential, in turn, can be developed by bringing it into dialogue with Critical Theory. As such, the second part indicates, in an introductory way, some possible overlaps between Confucianism and Critical Theory by comparing Heiner Roetz’s and Axel Honneth’s respective interpretations of these traditions.
Interfaith dialogue as moral encounter

DEFF Research Database (Denmark)

Galal, Lise Paulsen

The concept of interfaith dialogue has been introduced and developed by scholars of different religions. The aim has been to find solutions from within religion to handle and optimise encounters with religious ‘Others’. Furthermore, interfaith dialogue has increasingly become a tool to solve...... between Muslims and Christians and analyse the different moral orders involved and how – following these orders – the participants are expected to deal with differences. Main focus is on how the participants are expected to deal with a requirement of staying the same (as Christian or Muslim) while...
Never So Important——First Sino-US Strategic and Economic Dialogue

Institute of Scientific and Technical Information of China (English)

Wen Xiu

2009-01-01

@@ The first Sino-US Strategic and Economic Dialogue was held on July 27 and 28,2009 in Washington.Either before or during the dialogue,PRC and USA attached great importance to it.The former Strategic Dialogue and the biannual Strategic Economic Dialogue were initiated by the two heads of state in 2005 and 2006 respectively.

Identifying critical thinking indicators and critical thinker attributes in nursing practice.

Science.gov (United States)

Chao, Shu-Yuan; Liu, Hsing-Yuan; Wu, Ming-Chang; Clark, Mary Jo; Tan, Jung-Ying

2013-09-01

Critical thinking is an essential skill in the nursing process. Although several studies have evaluated the critical thinking skills of nurses, there is limited information related to the indicators of critical thinking or evaluation of critical thinking in the context of the nursing process. This study investigated the potential indicators of critical thinking and the attributes of critical thinkers in clinical nursing practice. Knowledge of these indicators can aid the development of tools to assess nursing students' critical thinking skills. The study was conducted between September 2009 and August 2010. In phase 1, a literature review and four focus groups were conducted to identify the indicators of critical thinking in the context of nursing and the attributes of critical thinkers. In phase 2, 30 nursing professionals participated in a modified Delphi research survey to establish consensus and the appropriateness of each indicator and attribute identified in phase 1. We identified 37 indicators of critical thinking and 10 attributes of critical thinkers. The indicators were categorized into five subscales within the context of the nursing process toreflect nursing clinical practice: assessment, 16 indicators of ability to apply professional knowledge and skills to analyze and interpret patient problems; diagnosis, five indicators of ability to propose preliminary suppositions; planning, five indicators of ability to develop problem-solving strategies; implementation, five indicators of ability to implement planning; and evaluation, six indicators of ability to self-assess and reflect. The study operationalized critical thinking into a practical indicator suitable for nursing contexts in which critical thinking is required for clinical problem solving. Identified indicators and attributes can assist clinical instructors to evaluate student critical thought skills and development-related teaching strategies.
NK cell-derived IL-10 is critical for DC-NK cell dialogue at the maternal-fetal interface.

Science.gov (United States)

Blois, Sandra M; Freitag, Nancy; Tirado-González, Irene; Cheng, Shi-Bin; Heimesaat, Markus M; Bereswill, Stefan; Rose, Matthias; Conrad, Melanie L; Barrientos, Gabriela; Sharma, Surendra

2017-05-19

DC-NK cell interactions are thought to influence the development of maternal tolerance and de novo angiogenesis during early gestation. However, it is unclear which mechanism ensures the cooperative dialogue between DC and NK cells at the feto-maternal interface. In this article, we show that uterine NK cells are the key source of IL-10 that is required to regulate DC phenotype and pregnancy success. Upon in vivo expansion of DC during early gestation, NK cells expressed increased levels of IL-10. Exogenous administration of IL-10 was sufficient to overcome early pregnancy failure in dams treated to achieve simultaneous DC expansion and NK cell depletion. Remarkably, DC expansion in IL-10 -/- dams provoked pregnancy loss, which could be abrogated by the adoptive transfer of IL-10 +/+ NK cells and not by IL-10 -/- NK cells. Furthermore, the IL-10 expressing NK cells markedly enhanced angiogenic responses and placental development in DC expanded IL-10 -/- dams. Thus, the capacity of NK cells to secrete IL-10 plays a unique role facilitating the DC-NK cell dialogue during the establishment of a healthy gestation.
AUTHENTIC TEXTS FOR CRITICAL READING ACTIVITIES

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Ila Amalia

2016-03-01

Full Text Available This research takes an action research aimed at promoting critical reading (“thinking” while reading skills using authentic materials among the students. This research also aims to reveal the students perception on using critical reading skills in reading activities. Nineteen English Education Department students who took Reading IV class, participated in this project. There were three cycles with three different critical reading strategies were applied. Meanwhile, the authentic materials were taken from newspaper and internet articles. The result revealed that the use of critical reading strategies along with the use of authentic materials has improved students’ critical reading skills as seen from the improvement of each cycle - the students critical reading skill was 54% (fair in the cycle 1 improved to 68% (average in cycle 2, and 82% (good in cycle 3.. In addition, based on the critical reading skill criteria, the students’ critical reading skill has improved from 40% (nearly meet to 80% (exceed. Meanwhile, from the students’ perception questionnaire, it was shown that 63% students agreed the critical reading activity using authentic text could improve critical thinking and 58% students agreed that doing critical reading activity could improve reading comprehension. The result had the implication that the use of authentic texts could improve students’ critical reading skills if it was taught by performing not lecturing them. Selectively choosing various strategies and materials can trigger students’ activeness in responding to a text, that eventually shape their critical reading skills.
The Effect of Search, Solve, Create, And Share (SSCS Learning Model towards Student’s Critical Thinking Skills

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Burhanudin Milama

2017-11-01

Full Text Available The aim of this study is determine the effect of search, solve, create, and share (SSCS learning model on critical thinking skills of hydrocarbons and petroleum material. The method used in this study was quasi experimental design, with research design nonequivalent control group design. The sample was taken by purposive sampling and divided into two groups consist of control group and experimental group. The data gathering techniques in this study was through 8 items of essay test instrument which is analyzed by using t-test. The results of t-test data showed that tcount ttable or 16.36 1.980 at significance level 5%, value tcount lies in the region reject H0 and accept Ha. The result shows that there are significant search, solve, create, and share (SSCS learning model on student’s critical thinking skills.
Labor Relations and Social Dialogue: Measurement and Diagnosis Instruments

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Viorel Lefter

2007-02-01

Full Text Available Social dialogue and tripartism play an important role in promoting and strengthening fundamental principles and rights at work, promoting job creation and expanding social protection. In the context of the severe challenges of globalization, a growing number of developing countries are recognizing the need to faster dialogue, partnership and participatory approaches to decision-making. Thus, social dialogue becomes a prerequisite for efficient corporate governance and means to attain national economic and social objectives and to contribute to poverty reduction policies. We shall propose a diagnosis and analysis system in order to measure and monitor the evolution of the industrial relations and social dialogue.
[The extraction of truth: apropos of the Socratic dialogue].

Science.gov (United States)

Van Rossem, Kristof; Bolten, Hans

2002-01-01

The socratic dialogue is a philosophical method that enables colleagues to investigate which judgements people have about their experiences and how these judgements can be based. In this article, the reader will learn more about the historical background, the organisation, the levels of dialogue, the role of the facilitator. We also pay attention to the results that a regular practise of socratic dialogue can have for professional dentists. The most important one is a growing sensitivity and lucidity in the daily social life with patients and colleagues. In the dialogue, this can be practiced by sharpening the moral perception of concrete details in the lived experience.
Ontologies and adaptivity in dialogue for question answering

CERN Document Server

Sonntag, D

2010-01-01

Question answering (QA) has become one of the fastest growing topics in computational linguistics and information access. To advance research in the area of dialogue-based question answering, we propose a combination of methods from different scientific fields (i.e., Information Retrieval, Dialogue Systems, Semantic Web, and Machine Learning). This book sheds light on adaptable dialogue-based question answering. We demonstrate the technical and computational feasibility of the proposed ideas, the introspective methods in particular, by beginning with an extensive introduction to the dialogical
Standard Chronology in Platoâs Dialogues and Stylometric Evidences

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Mohammad Bagher Ghomi

2015-09-01

Full Text Available Abstract What are to be discussed in this article include two main points: i some kind of a fixed structure can be found in all the chronologies that have been proposed from the last quarter of 19th century onward; a structure that is called here “standard” chronology, and ii in spite of the fact that the appearance of this structure owes too much to the stylistic evidences, these evidences themselves do not confirm anything in the structure but the place of the so-called late dialogues. The standard chronology of Plato’s dialogues is inclined to consider Meno and Republic as dialogues that have been composed after so-called Socratic dialogues and before Parmenides and Theaetetus. This chronology also insists that the latter two dialogues must be dated after so-called middle dialogues and before dialogues like Sophist, Timaeus, Philebus and Laws. This papper is to illuminate the fact that except the similarities between the late dialogues and their probable lateness, the place of other dialogues, more importantly among them the so-called middle period dialogues, Theaetetus and Parmenides, cannot be approved by stylistic evidences.
The Use of Orientation/Decision/Do/Discuss/Reflect (OD3R) Method to Increase Critical Thinking Skill and Practical Skill in Biochemistry Learning

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Anwar, Yunita Arian Sani; Senam, Senam; Laksono, Endang W.

2018-01-01

We have developed an OD3R method that can be applied on Biochemistry learning. This OD3R consists of 5 phases: orientation, decision, do, discuss, and reflect to connect lessons in the class with practice in the laboratory. Implementation of OD3R method was done in 2 universities in Yogyakarta to increase critical thinking skill and practical…
Critical Thinking: Discovery of a Misconception

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Rohrer, Sandie

2014-01-01

Critical thinking skills in the healthcare field are imperative when making quick-thinking decisions. This descriptive comparative study investigated to what extent completing a critical thinking course improved college students' critical thinking skills. The study further investigated whether the instructors' critical thinking skills were…
Step Up-Not On-The Step 2 Clinical Skills Exam: Directors of Clinical Skills Courses (DOCS) Oppose Ending Step 2 CS.

Science.gov (United States)

Ecker, David J; Milan, Felise B; Cassese, Todd; Farnan, Jeanne M; Madigosky, Wendy S; Massie, F Stanford; Mendez, Paul; Obadia, Sharon; Ovitsh, Robin K; Silvestri, Ronald; Uchida, Toshiko; Daniel, Michelle

2018-05-01

Recently, a student-initiated movement to end the United States Medical Licensing Examination Step 2 Clinical Skills and the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation has gained momentum. These are the only national licensing examinations designed to assess clinical skills competence in the stepwise process through which physicians gain licensure and certification. Therefore, the movement to end these examinations and the ensuing debate merit careful consideration. The authors, elected representatives of the Directors of Clinical Skills Courses, an organization comprising clinical skills educators in the United States and beyond, believe abolishing the national clinical skills examinations would have a major negative impact on the clinical skills training of medical students, and that forfeiting a national clinical skills competency standard has the potential to diminish the quality of care provided to patients. In this Perspective, the authors offer important additional background information, outline key concerns regarding the consequences of ending these national clinical skills examinations, and provide recommendations for moving forward: reducing the costs for students, exploring alternatives, increasing the value and transparency of the current examinations, recognizing and enhancing the strengths of the current examinations, and engaging in a national dialogue about the issue.
Interactive design for self-study and developing students’ critical thinking skills in electromagnetic radiation topic

Science.gov (United States)

Ambarwati, D.; Suyatna, A.

2018-01-01

The purpose of this research are to create interactive electronic school books (ESB) for electromagnetic radiation topic that can be used for self-study and increasing students’ critical thinking skills. The research method was based on the design of research and development (R&D) model of ADDIE. The research procedure is used limited the design of the product has been validated. Data source at interactive requirement analysis phase of ESB is student and high school teacher of class XII in Lampung province. The validation of interactive ESB designs is performed by experts in science education. The data of ESB interactive needs were collected using questionnaires and analyzed using quantitative descriptive. The results of the questionnaire obtained by 97% of books that are often used in the form of printed books from schools have not been interactive and foster critical thinking of students, and 55% of students stating physics books are used not meet expectations. Expectations of students in physics learning, teachers must use interactive electronic books. The results of the validation experts pointed out, the design of ESB produced is interactive, can be used for self-study, and increasing students’ critical thinking skills, which contains instruction manuals, learning objectives, learning materials, sample questions and discussion, video illustrations, animations, summaries, as well as interactive quizzes incorporating feedback exam practice and preparation for college entrance.
The Use of the Dialogue Concepts from the Arsenal of the Norwegian Dialogue Pedagogy in the Time of Postmodernism

Science.gov (United States)

Gradovski, Mikhail

2012-01-01

Inspired by the views by the American educationalist Henry Giroux on the role teachers and educationalists should be playing in the time of postmodernism and by Abraham Maslow's concept of biological idiosyncrasy, the author discusses how the concepts of the dialogues created by the representatives of Norwegian Dialogue Pedagogy, Hans Skjervheim,…
Learning to Generate Dialogue: Theory, Practice, and Evaluation

DEFF Research Database (Denmark)

McCallie, Ellen; Simonsson, Elin; Gammon, Ben

2007-01-01

-commonly called dialogue events-that bring scientific and technical experts, social scientists, and policymakers into discussion with members of the public about contemporary science-based issues. This article clarifies the difference between non-policy-informing dialogue events and other interactions in museums......Over the past decade in the UK, communities of scientists, governmental bodies, and informal learning organizations have increasingly promoted public engagement with science. One of the most visible features of these efforts within museums is the staging of adult-focused, face-to-face forums...... of engagement through dialogue related to science and society...
The Human Communication Research Centre dialogue database.

Science.gov (United States)

Anderson, A H; Garrod, S C; Clark, A; Boyle, E; Mullin, J

1992-10-01

The HCRC dialogue database consists of over 700 transcribed and coded dialogues from pairs of speakers aged from seven to fourteen. The speakers are recorded while tackling co-operative problem-solving tasks and the same pairs of speakers are recorded over two years tackling 10 different versions of our two tasks. In addition there are over 200 dialogues recorded between pairs of undergraduate speakers engaged on versions of the same tasks. Access to the database, and to its accompanying custom-built search software, is available electronically over the JANET system by contacting liz@psy.glasgow.ac.uk, from whom further information about the database and a user's guide to the database can be obtained.
Interfaith Dialogue at Peace Museums in Kenya

Science.gov (United States)

Gachanga, Timothy; Mutisya, Munuve

2015-01-01

This paper makes a case for further studies on the contribution of peace museums to interfaith dialogue debate. Based on our experiences as museum curators, teachers and peace researchers and a review of published materials, we argue that there is a lacuna in the study on the contribution of peace museums to the interfaith dialogue debate. The…
Education for peace through transformative dialogue: Perspectives from Kashmir

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Singh, Shweta

2018-02-01

Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the Hum Kadam programme spearheaded by the non-governmental organisation Women in Security Conflict Management and Peace [WISCOMP] in Kashmir) can play a transformative role in divided societies, specifically in Kashmir and broadly in all situations of protracted religious and cultural conflict. Most importantly, it supports the rationale that spaces for dialogue in situations of protracted conflict are critical for making and maintaining peace.
Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience: A Quasi-Experimental Study

Science.gov (United States)

McLean, Carmen P.; Miller, Nathan A.

2010-01-01

We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal…
THE PHYSICAL LABORATORY ACTIVITIES WITH PROBLEM SOLVING APPROACH TO INCREASE CRITICAL THINKING SKILL AND UNDERSTANDING STUDENT CONCEPT

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Eli Trisnowati

2017-10-01

Full Text Available This study aims to investigate the description of the improvement of students’ critical thinking skills and the concept understanding by implementing the problem-solving approach. This study was in laboratory activities. This study was done in four times meeting. The try out subjects was 31 students of grades X of MAN Yogyakarta III. This research is using the quasi experimental method with the pretest-posttest design. The data were collected by using multiple choices tests with assessment rubric and observation sheets. The data are analyzed by using multivariate analysis. Based on the result, the gain standard value of students’ conceptual understanding and students’ critical thinking skills for grade X who learned through student’s worksheet with a problem-solving approach, called treatment class, are higher than students who learned without student’s worksheet with a problem-solving approach, called control class.
Critical Listening in the Ensemble Rehearsal: A Community of Learners

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Bell, Cindy L.

2018-01-01

This article explores a strategy for engaging ensemble members in critical listening analysis of performances and presents opportunities for improving ensemble sound through rigorous dialogue, reflection, and attentive rehearsing. Critical listening asks ensemble members to draw on individual playing experience and knowledge to describe what they…

Critical reading and critical thinking Critical reading and critical thinking

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Loni Kreis Taglieber

2008-04-01

Full Text Available The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of no use due to the enormous amount of it. The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of
Critical Thinking and Education in College of Technology

OpenAIRE

上村,崇; 木原,滋哉; 宮田,健一

2011-01-01

We have tried to introduce critical thinking into the education in Kure National College of Technology. This article deals with significance of introduction of critical thinking into education in College of Technology. We think that the ability to think critically consists of the sum of various skills of critical thinking. We built a map of critical thinking skills and taught these skills in the classes, and most students understood these skills. We will introduce critical thinking skills int...
Dialogues and Difficulties. Transnational Cooperation in Journalism Education.

OpenAIRE

Orgeret, Kristin

2016-01-01

The profession and pedagogy of journalism are both at a crossroads, and questions linked to how journalism education can best provide skills, knowledge and experiences that enable students to contribute positively to the industry are central. An increasingly globalised world demands global learning that enhances the development of critical skills and facilitates intercultural understanding, especially due to the fact that some of the major challenges of our times – climate...
THE PRACTICES AND APPROACHES OF INTERFAITH DIALOGUE AT LEICESTER, UK

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Ahmad Faizuddin Ramli

2015-12-01

Full Text Available The diversity of human is one of the God's. With the diversity, people from different religions, ethnics, and cultures can live together and sharing the good values. However, it can only be achieved with dialogue which is perceived as the best mechanism to build mutual understanding and respect with each other. In the context of Leicester, which located in the East Midlands of England, the practices of interfaith dialogue are implemented successfully till today. There are a lot of organizations and people who are involved and organizing interfaith dialogue activities with different approaches. This article will discuss about the practices and approaches of interfaith dialogue in Leicester. The method used in this research was qualitative, which included literature review, observation and participation, and particularly interviews with fifteen people who represented interfaith organization and religious community in Leicester. The findings show the practices of interfaith dialogue have been organized with different types of approaches. In addition, it can be deliberated as a good model of interfaith dialogue particularly for those who want to involve in these activities.
Exploring difference as a dynamic of dialogue

DEFF Research Database (Denmark)

Phillips, Louise Jane

are recognized as legitimate. Crucially, difference is viewed as the transformative force in the co-construction of knowledge in dialogue. By harnessing difference as a transformative force, it is claimed, dialogue can generate knowledge across difference, including differences of organizational position...... and professional background, theoretical perspective, gender, ethnicity, class and so on. But how exactly is knowledge co-produced in dialogue through the harnessing of “difference” as a transformative force? And what tensions are in play in dynamics of inclusion and exclusion where some voices, articulating......-centred” care for residents with dementia. The theoretical framework, The Integrated Framework for Analysing Dialogic Knowledge Production and Communication (IFADIA), is based on a combination of Bakhtinian dialogic communication theory and Foucault’s theorization of discourse and power...
Dialogue in Music Therapy - Its Role and Forms

DEFF Research Database (Denmark)

Bergstrøm-Nielsen, Carl

2015-01-01

Dialogue is a fundamental human way of acquiring knowledge. Psychological descriptions of dialogue range from pre-natal ones to adult turn-taking. Scales have been devised to rate its well-functioning, and conversational analysis has been introduced to illuminate the interactive aspect within music...
Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

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Zubaidah, Siti; Corebima, Aloysius Duran; Mahanal, Susriyati; Mistianah

2018-01-01

The aim of this research was to reveal the relationship between student's reading interest and critical thinking skills through Reading Concept Map Group Investigation (Remap GI) and Reading Concept Map Jigsaw (Remap Jigsaw) learning models. To do so, two science classes from first grade of two Senior High Schools in Malang, Indonesia were…
The features of argumentation skills formation problem in Higher Educational Establishment students

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Tamozhska I. V.

2010-01-01

Full Text Available Deals with argumentation skill formation in future specialist's professional preparation: kinds and ways of argumentation, influence of communicative co-operation means on compromise zones defining and general decision making, strategy choice in communicators' behavior at argumentation phase in a dialogue, defining of effective factors of convincing argumentation influence in communicators. The work suggests the system of methodological research means for argumentation skill formation in Higher Educational Establishment students, which helps professional language problem solving in composition with theoretical questions argumentation basis.
Multi-stakeholder Virtual Dialogue

DEFF Research Database (Denmark)

Kornum, Niels; Mühlbacher, Hans

2013-01-01

This article introduces the special issue on multi-stakeholder virtual dialogue. Research as well as managerial practice in marketing has traditionally focused on single stakeholders and a one-way communication perspective. This special issue takes a novel approach by directing attention...... success. While marketing literature increasingly recognizes that divers stakeholders have an impact on a company''s success, little is known about how virtual multi-stakeholder dialogue changes marketing research and management. This special issue provides insights on what roles stakeholders may play...... to the simultaneous interaction with and of a variety of stakeholders and the fact that customers and other stakeholders of a company can take the initiative to that interaction. Stakeholders can launch a discussion, spread news, participate in value creation, can heavily influence each other and a company''s market...
Constitutionalising Language: A Dialogue

DEFF Research Database (Denmark)

Abat Ninet, Antoni

2014-01-01

This paper explores the constitutional accommodation of minority languages through a process of dialogue between the President of a Constitutional Council and a constitutional expert. The main goal is to reproduce a possible dialogue in a constituent process in order to accommodate the different...... existing languages in a new born state. The discussion began remarking upon the enormous significance of language in political, identity and constitutional terms. It follows comparing different constitutional systems in the world and the status of minority languages in Argentina, Bolivia, Croatia, Serbia......, South Africa, the states parties of the Nordic Language Convention and the United States. While most of the paper is a detailed analysis of US constitutional decisions, the treatment of the other countries seems to be highly relevant to the constitutional accommodation of languages in the new state...
Reductionist versus holistic approaches to the study of river meandering: An ideal dialogue

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Seminara, G.; Pittaluga, M. Bolla

2012-08-01

We discuss some recent attempts to apply the theory of nonlinear dynamical systems to the interpretation of the long term morphodynamic evolution of meandering rivers. To make the discussion attractive for the reader, we employ the method of a Socratic dialogue between a member of the so called 'reductionist community', who is inclined to support only theories based on physical principles and who is skeptical about fashionable new paradigms, and a member of the 'holistic community', who supports the idea that new paradigms are needed because rivers are complex systems, whose response can only be interpreted using tools that analyze the system "as a whole". The dialogue focuses on a selection of recent contributions which assesses the progress in understanding of meander dynamics achieved by the use of the above new paradigms. The discussion suggests that some consensus has been reached on the fractal nature of meandering patterns, with the fractal dimension playing the role of a morphometric parameter. On the contrary, despite different early suggestions, recent thorough analysis has been unable to detect any clear evidence that the evolution of meanders displays the characters of either a chaotic or a self organized critical process. The dialogue is concluded with some consensus on the perspective that well founded cellular models may possibly help reconciling the reductionist and holistic viewpoints.
INQUIRY –BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS: INDONESIAN STUDENTS‘ PERSPECTIVES

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Hersulastuti Hersulastuti

2017-12-01

Full Text Available This paper was mainly intended to shed light on students‘ response towards the implementation of Inquiry-Based Learning (IBL in Reading and Writing subject, and explore its benefits for enhancing critical thinking skills from students‘perspectives in ELT context. This research was conducted through a qualitative case study approach. Three students of graduate program were purposively selected to be the participants. Data were gathered primarily from observation notes and interviews, and then further analyzed using interractive model analysis as proposed by Miles & Huberman (1994. The findings demonstrate that students have good responses towards the implementation of IBL. Moreover, IBL is beneficial to make students become more self-directed, selfdisciplined, self-monitored thinkers. Through IBL, students develop their critical thinking abilities: 1 raise vital questions and problems; 2 gather and assess relevant information; 3 drawing well-reasoned conclusions; and 4 communicate effectively with others to seek solution to complex problems.
Dialogue act recognition under uncertainty using Bayesian networks

NARCIS (Netherlands)

Keizer, S.; op den Akker, Hendrikus J.A.

2007-01-01

In this paper we discuss the task of dialogue act recognition as a part of interpreting user utterances in context. To deal with the uncertainty that is inherent in natural language processing in general and dialogue act recognition in particular we use machine learning techniques to train
Civil Procedure in Cross-cultural Dialogue: Eurasia Context

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Stefaan Voet

2014-01-01

Full Text Available Reviewed book: Civil Procedure in Cross-cultural Dialogue: Eurasia Context: IAPL World Conference on Civil Procedure, September 18–21, 2012, Moscow, Russia (Dmitry Maleshin, ed. (Statut 2012, available at (accessed March 9, 2014 [hereinafter Civil Procedure in Cross-cultural Dialogue: Eurasia Context].
Quantum Secure Dialogue with Quantum Encryption

International Nuclear Information System (INIS)

Ye Tian-Yu

2014-01-01

How to solve the information leakage problem has become the research focus of quantum dialogue. In this paper, in order to overcome the information leakage problem in quantum dialogue, a novel approach for sharing the initial quantum state privately between communicators, i.e., quantum encryption sharing, is proposed by utilizing the idea of quantum encryption. The proposed protocol uses EPR pairs as the private quantum key to encrypt and decrypt the traveling photons, which can be repeatedly used after rotation. Due to quantum encryption sharing, the public announcement on the state of the initial quantum state is omitted, thus the information leakage problem is overcome. The information-theoretical efficiency of the proposed protocol is nearly 100%, much higher than previous information leakage resistant quantum dialogue protocols. Moreover, the proposed protocol only needs single-photon measurements and nearly uses single photons as quantum resource so that it is convenient to implement in practice. (general)
Information density converges in dialogue: Towards an information-theoretic model.

Science.gov (United States)

Xu, Yang; Reitter, David

2018-01-01

The principle of entropy rate constancy (ERC) states that language users distribute information such that words tend to be equally predictable given previous contexts. We examine the applicability of this principle to spoken dialogue, as previous findings primarily rest on written text. The study takes into account the joint-activity nature of dialogue and the topic shift mechanisms that are different from monologue. It examines how the information contributions from the two dialogue partners interactively evolve as the discourse develops. The increase of local sentence-level information density (predicted by ERC) is shown to apply to dialogue overall. However, when the different roles of interlocutors in introducing new topics are identified, their contribution in information content displays a new converging pattern. We draw explanations to this pattern from multiple perspectives: Casting dialogue as an information exchange system would mean that the pattern is the result of two interlocutors maintaining their own context rather than sharing one. Second, we present some empirical evidence that a model of Interactive Alignment may include information density to explain the effect. Third, we argue that building common ground is a process analogous to information convergence. Thus, we put forward an information-theoretic view of dialogue, under which some existing theories of human dialogue may eventually be unified. Copyright © 2017 Elsevier B.V. All rights reserved.
Editorial. Dialogue, Communication and Collaboration: Aspects of Philosophy and Communication

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Jovilė Barevičiūtė

2016-03-01

Full Text Available Acting as a usual means of everyday communication and collaboration, dialogue is also a fundamental mode of human presence in the world. It is innate and, therefore, feels organic to people. Nothing but a dialogue determines and defines the inborn human potential of reflexivity, empathy and communitivity. Naturally, it is hardly surprising that as a phenomenon, a dialogue constantly fell within the purview of most prominent European thinkers and throughout different historical epochs, in the spaces of philosophy and communication, it unfolded in a diverse and multidimensional manner. Ancient Greek philosopher Plato wrote in the form of dialogue, this way opening the possibility to a reader to learn about the world and the order of things as well as defining a certain relationship between the perceiving subject and the perceivable object. In the early Middle Ages, writings of Saint Augustine encouraged people to immerse into themselves and start a conversation with God, which established a certain living relationship between spaces empirical and transcendental. Much later, towards the end of the 19th and the beginning of the 20th century, German phenomenologist Edmund Husserl, who developed the theory of the intentionality of the consciousness, perceived that no living relationship between people is feasible without intersubjectivity. In this case, the communication is conditioned on the focus of at least two subjects on a certain object. This object, in particular, ensures the potential of the meaning, content and the purpose of communication. Another German author Martin Buber treated the dialogue as a phenomenon, in which an individual establishes a personal relationship with the Christian God, and this gives rise to a certain immediacy: a confrontation with the Ruler of the Kingdom of Heaven gives meaning to all the other interpersonal relationships. These are but few different philosophical interpretations of dialogue as a phenomenon. The
Dialogue in education

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Lynn Uyen Tran

2008-03-01

Full Text Available What is the meaning of “dialogue” in education? Why is dialogue important in learning processes? Tran proposes a short review of the literature, starting with Vygotsky and ending with a new field of research in informal learning - conversations among the public visiting museums as a collaborative environment for learning.
Dialogues on Poetry

DEFF Research Database (Denmark)

in this volume pose is whether this match of mediatization and new sensibilities can be seen as a major novel development in the history of poetry. With the title Dialogues on Poetry we wish to signal that the answer to this question can only be pursued through the ongoing process involved in defining...
How Critical Is Critical Thinking?

Science.gov (United States)

Shaw, Ryan D.

2014-01-01

Recent educational discourse is full of references to the value of critical thinking as a 21st-century skill. In music education, critical thinking has been discussed in relation to problem solving and music listening, and some researchers suggest that training in critical thinking can improve students' responses to music. But what exactly is…

Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills.

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Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

2010-01-01

The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills. Copyright 2010 Elsevier Inc. All rights reserved.
Participation and dialogue in strategic manufacturing development

DEFF Research Database (Denmark)

Riis, Jens Ove; Dukovska-Popovska, Iskra; Johansen, John

2006-01-01

Increased competition and the dynamics of technological and market developments have made operations in industrial enterprises very complex, with many stakeholders in and around the enterprise. At the same time, it has become important to address strategic issues of manufacturing. To plan...... dialogues during a workshop, part of which is a dialogue-monitoring instrument. Empirical studies will draw out process elements of participation and dialogue and demonstrate the applicability of the model. Finally, implications are spelled out for planning and managing workshops in different phases...... and manage an appropriate degree of participation in strategy development has become a key issue, especially to ensure ideas and ownership from those who will be involved in the implementation of a manufacturing strategy. We have developed and implemented a five-phased process for developing a manufacturing...
Tracing the evolution of critical evaluation skills in students' use of the Internet.

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Blumberg, P; Sparks, J

1999-04-01

This paper documents the evolving uses of the Internet made by public health graduate students and traces the development of their search methods and critical evaluative criteria. Early in the first semester and again six months later, twenty-four graduate students in a problem-based learning curriculum, which emphasizes evidence-based critical thinking skills, were required to describe their most helpful resources and to evaluate these resources critically. The answers were coded for the types of resources the students used, how frequently they were used, and why they were used. Student perception of the usefulness of resources, especially the Internet, and ability to evaluate these resources critically changed greatly. Initially, 96% of the students stated that the Internet was their most helpful resource. Six months later, these students continued to use the Internet; however, it was not their most useful source. At the later point, students had very specific uses for the Internet. Their most frequently used evaluation criterion was the reliability and objectivity of the source of the information. By the end of the first year of study, the majority of the students demonstrated an understanding of the principles of evidence-based practice and applied them to their research and analysis of information resources.
Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

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Kershner, Ruth

2016-01-01

Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational…
The Gulf Security Dialogue and Related Arms Sale Proposals

National Research Council Canada - National Science Library

Blanchard, Christopher M; Grimmett, Richard F

2008-01-01

...) security cooperation under the auspices of a new Gulf Security Dialogue (GSD). The Dialogue now serves as the principal security coordination mechanism between the United States and the six countries of the Gulf Cooperation Council (GCC...
Leveraging M and S in Soft Skills Training for the DoD

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Cimino, James D.

2011-01-01

Soft skills, also called "people skills," are typically hard to observe, quantify and measure. These skills have to do with how we relate to each other; communicating, listening, engaging in dialogue, giving feedback, cooperating as a team member, solving problems and resolving conflicts. Most of the soft skills training is scenario based, utilizing written or video-based scenarios. with limited or no branching, as well as quantitative feedback. This paper will outline a game-based approach to configurable, scenario-based, soft skills training. The paper will discuss the application of realistic visual behavior cues (e.g. body language, vocal inflection, facial expressions) and how these can benefit the learner. Using the concept of a "virtual vignette" this paper will discuss a prototype system intended to leach suicide prevention and provide qualitative feedback to the learner. The paper will also explore other soft skills training applications for this technology
Investigation of reliability, validity and normality Persian version of the California Critical Thinking Skills Test; Form B (CCTST

Directory of Open Access Journals (Sweden)

Khallli H

2003-04-01

Full Text Available Background: To evaluate the effectiveness of the present educational programs in terms of students' achieving problem solving, decision making and critical thinking skills, reliable, valid and standard instrument are needed. Purposes: To Investigate the Reliability, validity and Norm of CCTST Form.B .The California Critical Thinking Skills Test contain 34 multi-choice questions with a correct answer in the jive Critical Thinking (CT cognitive skills domain. Methods: The translated CCTST Form.B were given t0405 BSN nursing students ojNursing Faculties located in Tehran (Tehran, Iran and Shahid Beheshti Universitiesthat were selected in the through random sampling. In order to determine the face and content validity the test was translated and edited by Persian and English language professor and researchers. it was also confirmed by judgments of a panel of medical education experts and psychology professor's. CCTST reliability was determined with internal consistency and use of KR-20. The construct validity of the test was investigated with factor analysis and internal consistency and group difference. Results: The test coefficien for reliablity was 0.62. Factor Analysis indicated that CCTST has been formed from 5 factor (element namely: Analysis, Evaluation, lriference, Inductive and Deductive Reasoning. Internal consistency method shows that All subscales have been high and positive correlation with total test score. Group difference method between nursing and philosophy students (n=50 indicated that there is meaningfUl difference between nursing and philosophy students scores (t=-4.95,p=0.OOO1. Scores percentile norm also show that percentile offifty scores related to 11 raw score and 95, 5 percentiles are related to 17 and 6 raw score ordinary. Conclusions: The Results revealed that the questions test is sufficiently reliable as a research tool, and all subscales measure a single construct (Critical Thinking and are able to distinguished the
Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

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Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.
Promoting Children's Healthy Social-Emotional Growth: Dialogue Journal

Science.gov (United States)

Konishi, Chiaki; Park, Sol

2017-01-01

Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL…
Developing clinical piano improvisation skills

DEFF Research Database (Denmark)

Wigram, Anthony Lewis

2003-01-01

Teaching piano improvisation skills for use in clinical work relies on the development of a range of musical techniques and therapeutic methods that are combined and integrated. Simple musical styles of playing such as melody dialogues, two chord accompaniments, walking basses (tonal and atonal), 6...... skilful way of helping a client or group of clients move, or develop their musical expression (Wigram & Bonde 2002 pp 278-279). Frame-working is a method that offers a musical structure to the music of a client. This structure could have the goal of enhancing the music aesthetically, or guiding the client...
Establishing Enabling Conditions to Develop Critical Thinking Skills: A Case of Innovative Curriculum Design in Environmental Science

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Belluigi, Dina Zoe; Cundill, Georgina

2017-01-01

This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which…
Pesticide Program Dialogue Committee (PPDC)

Science.gov (United States)

The Pesticide Program Dialogue Committee, a permanent, broadly representative advisory committee, meets with EPA on a regular basis to discuss pesticide regulatory, policy, and program implementation issues.
Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science

Science.gov (United States)

Ash, Doris

2004-11-01

In this paper I focus on the transition from everyday to scientific ways of reasoning, and on the intertwined roles of meaning-making dialogue and science content as they contribute to scientific literacy. I refer to views of science, and how scientific understanding is advanced dialogically, by Hurd (Science Education, 1998, 82, 402-416), Brown (The Journal of Learning Sciences, 1992, 2(2), 141-178), Bruner (Acts of Meaning, Cambridge, MA: Harvard University Press, 1990), Roth (In J. Brophy (Ed.), Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching Series, Vol. 9), New York: Elsevier/JAI, 2003), and Wells (Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education, New York: Cambridge University Press, 1999). I argue that family collaborative dialogues in nonschool settings can be the foundations for scientific ways of thinking. I focus on the particular reflective family dialogues at the Monterey Bay Aquarium, when family members remembered and synthesized essential biological themes, centering on adaptation, from one visit to the next, in both Spanish and English. My approach is informed by sociocultural theory, with emphasis on the negotiations of meaning in the zone of proximal development (Vygotsky, 1978), as learners engage in joint productive activity (Tharp & Gallimore, Rousing Minds to Life: Teaching, Learning and Schooling in Social Context, New York: Cambridge University Press, 1988). Over the past decades, researchers have discovered that observing social activity, conversation, and meaning-making in informal settings (Crowley & Callanan, 1997; Guberman, 2002; Rogoff, 2001; Vasquez, Pease-Alvarez, & Shannon, Pushing Boundaries: Language and Culture in a Mexicano Community, New York: Cambridge University Press, 1994) has much to teach us regarding learning in general. To date there has been little research with Spanish-speaking families in informal learning settings and virtually none that
Critical thinking in nurse managers.

Science.gov (United States)

Zori, Susan; Morrison, Barbara

2009-01-01

Formal education and support is needed for nurse managers to effectively function in their role in the current health care environment. Many nurse managers assume their positions based on expertise in a clinical role with little expertise in managerial and leadership skills. Operating as a manager and leader requires ongoing development of critical thinking skills and the inclination to use those skills. Critical thinking can have a powerful influence on the decision making and problem solving that nurse managers are faced with on a daily basis. The skills that typify critical thinking include analysis, evaluation, inference, and deductive and inductive reasoning. It is intuitive that nurse managers require both the skills and the dispositions of critical thinking to be successful in this pivotal role at a time of transformation in health care. Incorporating critical thinking into education and support programs for the nurse manager is necessary to position the nurse manager for success.
Les biotechnologies végétales appropriées dans le contexte du dialogue Nord-Sud

Directory of Open Access Journals (Sweden)

Lepoivre P.

1999-01-01

Full Text Available Appropriate plant biotechnology in the context of the dialogue between North and South. Appropriateness of any technology must take into consideration the ethical problems and the social, economical, scientific and ecological environment. For developing countries, plant biotechnologies definitely open interesting perspectives, but also raise potential problems, because their integration and valorisation require a progressive and adapted development. Biotechnologies depend on legal and physical infrastructures, as well as human skills for on-site control corresponding to the needs of the relevant populations and to the global environment.
Scaffolding students’ reflective dialogues in the chemistry lab: challenging the cookbook

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Hougaard, Rikke Frøhlich

The paper reports on a cross-case analysis comparing students’ activities and dialogue during BA level laboratory exercises, applying a mixed methods research design with video-data, student questionnaires and interviews. Our analysis identified specific affordances in relation to macro and micro......-scaffolding of students’ activities and dialogues, in order to stimulate them to work at higher cognitive levels. A specific lab-exercise in the course Macroscopic Physical Chemistry was redesigned with the aim of stimulating students’ metacognition both before and during the experimental work. The redesign included......-student dialogue on course content. Furthermore, dialogues between students and teaching assistant revealed elements of micro-scaffolding exploratory talk and a dialogic approach with open questions and prompts. The students expressed that the preparatory assignments and the dialogue with the teaching assistant...
Non-Human Politics and the Dialogue of Vulnerability

Directory of Open Access Journals (Sweden)

Ян Дуткевич

2011-03-01

Full Text Available In the given article the author broadens humanistic dimension of world politics and civilizational dialogue. The comprehension of the unity of ecosystem of our planet, international cooperation in protection of nature must overcome corrupted logic of political realism, global capitalism and utilitarianism and become the corner stone of civilizational dialogue in the modern post-crisis world.
Ethics Responsibility Dialogue the Meaning of Dialogue in Lévinas's Philosophy

Science.gov (United States)

Ben-Pazi, Hanoch

2016-01-01

This article examines the concept of dialogue in the philosophy of Emmanuel Lévinas, with a focus on the context of education. Its aim is to create a conversation between the Lévinasian theory and the theories of other philosophers, especially Martin Buber, in an effort to highlight the ethical significance that Lévinas assigns to the act of…
The video Three Things About Islam: Islamophobia online or a religious dialogue?

Directory of Open Access Journals (Sweden)

Ruth Tsuria

2013-01-01

Full Text Available Some scholars view the internet as a place of democracy, where free speech leads to sincere dialogue. Others see it as a place which, instead of endorsing dialogue, actually promotes the offline social order and creates even more animosity between different groups. This paper explores the option of online dialogue in the media of YouTube. It is done so by addressing the rather heated issue of Islamophobia, through the case study of a YouTube video titled Three Things About Islam.The ideology behind the video seems to support the notion of Islam as a threat and its presentation of Islam is closed-minded and tends to generalize. In this case the participatory culture of the media in which the video was presented, YouTube, created a dialogue between anti-Islamists and supporters of Islam. This dialogue, like many dialogues, might not change the opinions of either side, but the mere fact that the online sphere embraces and promotes religious dialogue is an important phenomenon.
THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

OpenAIRE

Iranto, Dicky; Suparno, S

2014-01-01

Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experi...

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