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Sample records for cultivate critical thinking

  1. Cultivating Critical-Thinking Dispositions throughout the Business Curriculum

    Science.gov (United States)

    Bloch, Janel; Spataro, Sandra E.

    2014-01-01

    Critical thinking is an essential component of managerial literacy, yet business school graduates struggle to apply critical-thinking skills at work to the level that employers desire. This article argues for a dispositional approach to teaching critical thinking, rooted in cultivating a critical-thinking culture. We suggest a two-pronged approach…

  2. Cultivating Students' Critical Thinking Ability through Simplified Modal United Nations Conference

    Science.gov (United States)

    Gao, Cun

    2016-01-01

    Cultivating EFL learners' critical thinking ability is an urgent task for English teachers. To integrate the training of language skills and cultivation of critical thinking ability into one language course, the author designed an activity called simplified Modal United Nations conference, which is based on the revised Bloom's Taxonomy that…

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

    Science.gov (United States)

    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…

  4. Thinking Critically about Critical Thinking

    Science.gov (United States)

    Mulnix, Jennifer Wilson

    2012-01-01

    As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting…

  5. The Cultivation of Critical Thinking in English Elective Course of Language & Culture%The Cultivation of Critical Thinking in English Elective Course of Language&Culture

    Institute of Scientific and Technical Information of China (English)

    彭迎春

    2016-01-01

    From the practical need of current college English elective course construction and on the basis of the theory of critical thinking, this article put forward a series of constructive discussion, targeting on college English elective course in language & culture courses in the autonomous learning ability, teaching model design and curriculum evaluation method.

  6. Cultivating Engineering Ethics and Critical Thinking: A Systematic and Cross-Cultural Education Approach Using Problem-Based Learning

    Science.gov (United States)

    Chang, Pei-Fen; Wang, Dau-Chung

    2011-01-01

    In May 2008, the worst earthquake in more than three decades struck southwest China, killing more than 80,000 people. The complexity of this earthquake makes it an ideal case study to clarify the intertwined issues of ethics in engineering and to help cultivate critical thinking skills. This paper first explores the need to encourage engineering…

  7. Cultivating strategic thinking skills.

    Science.gov (United States)

    Shirey, Maria R

    2012-06-01

    This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author presents an overview of strategic leadership and offers approaches for cultivating strategic thinking skills.

  8. Cultivating engineering ethics and critical thinking: a systematic and cross-cultural education approach using problem-based learning

    Science.gov (United States)

    Chang, Pei-Fen; Wang, Dau-Chung

    2011-08-01

    In May 2008, the worst earthquake in more than three decades struck southwest China, killing more than 80,000 people. The complexity of this earthquake makes it an ideal case study to clarify the intertwined issues of ethics in engineering and to help cultivate critical thinking skills. This paper first explores the need to encourage engineering ethics within a cross-cultural context. Next, it presents a systematic model for designing an engineering ethics curriculum based on moral development theory and ethic dilemma analysis. Quantitative and qualitative data from students' oral and written work were collected and analysed to determine directions for improvement. The paper also presents results of an assessment of this interdisciplinary engineering ethics course. This investigation of a disaster is limited strictly to engineering ethics education; it is not intended to assign blame, but rather to spark debate about ethical issues.

  9. Cultivating Critique: A (Humanoid) Response to the Online Teaching of Critical Thinking

    Science.gov (United States)

    Waggoner, Matt

    2013-01-01

    The Turing era, defined by British mathematician and computer science pioneer Alan Turing's question about whether or not computers can think, is not over. Philosophers and scientists will continue to haggle over whether thought necessitates intentionality, and whether computation can rise to that level. Meanwhile, another frontier is emerging in…

  10. 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…

  11. Metacognitive Strategies that Enhance Critical Thinking

    Science.gov (United States)

    Ku, Kelly Y. L.; Ho, Irene T.

    2010-01-01

    The need to cultivate students' use of metacognitive strategies in critical thinking has been emphasized in the related literature. The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with comparable cognitive ability, thinking disposition and academic achievement but with…

  12. Foundations for Critical Thinking

    Science.gov (United States)

    Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F.

    2015-01-01

    "Foundations for Critical Thinking" explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking, this resource encourages all higher…

  13. The Cultivation of Critical Thinking Skill in Postgraduates Majoring in Foreign Languages%外语专业研究生思辨能力的培养

    Institute of Scientific and Technical Information of China (English)

    潘涵; 李瑶

    2016-01-01

    思辨能力作为高等教育的重要培养目标以及核心技能之一,一直是我国外语专业研究生培养的薄弱环节。因此,本文将尝试从培养制度、教学模式以及课程设置等三个方面,来浅谈外语专业研究生思辨能力的培养,致力于提高外语专业研究生的创新与思辨能力,为建设创新型国家和培养创新型人才奠定基础。%As a crucial part of training objective in higher education, the cultivation of critical thinking skill is vulnerable seg-ment in China. Therefore, this paper attempts to discuss the cultivation of critical thinking skill in postgraduates majoring in foreign languages from the aspects of training system, teaching mode as well as curriculum design, in order to improve their critical thinking skill and lay the foundation for building an innovative? nation and ? cultivating? creative? talents.

  14. 思辨与合作:基础英语教学与批判性思维能力培养%Critical Thinking and Cooperation:Intensive Reading Teaching and the Cultivation of Critical Thinking

    Institute of Scientific and Technical Information of China (English)

    邵朝杨

    2015-01-01

    英语专业学生思辨缺席是我国英语界十余年来关注的问题,专业技能课一直被诟病。基础英语课程是英语专业基础阶段的专业技能必修课,对英语专业学生的综合素质培养起着重要的作用。从批判性思维含义、构成要素入手,运用小组合作学习理论,设计大量培养批判性思维技能的活动,在基础英语课堂内外训练学生的语言技能的同时,培养学生批判性思维能力,改革基础英语教学效果,探索以培养批判性思维能力为导向的基础英语教学模式。%The issue of absence of critical thinking skills among English major students has aroused wide attention for more than ten years. Too many language skill courses have been accused as the main cause. This article takes one of the required language skill courses for English majors,Intensive Reading,which is quite important to the cultivation of the comprehensive qualities of English majors,as an example to explore the teaching mode of critical - thinking - skill orien-tation. This article analyzes the connotation and elements of critical thinking,and then integrates the theory of group co-operative learning with the activities of training critical thinking skills both inside and outside Intensive Reading classroom so as to culture English major students′ critical thinking capacities and language skills as well.

  15. Critical Thinking Process in English Speech

    Institute of Scientific and Technical Information of China (English)

    WANG Jia-li

    2016-01-01

    With the development of mass media, English speech has become an important way for international cultural exchange in the context of globalization. Whether it is a political speech, a motivational speech, or an ordinary public speech, the wisdom and charm of critical thinking are always given into full play. This study analyzes the cultivation of critical thinking in English speech with the aid of representative examples, which is significant for cultivating college students’critical thinking as well as developing their critical thinking skills in English speech.

  16. Application of Critical Thinking on Teaching

    Institute of Scientific and Technical Information of China (English)

    Wang; Jianhu

    2014-01-01

    Critical thinking is an important element of all professional fields and academic disciplines. For all the great works, critical thinking plays an important role, critical thinking is a process of consideration and understanding of the known problem and the information receiver will consider and evaluate the problem in new ways. As a teacher, there is an important task that is foster the ability of "critical thinking", we must always willing and ready to accept the students’ doubts and always cultivate their critical thinking abilities. We also need to doubt, correct and improve ourselves; this is a very good way to enhance our teaching.

  17. 英语写作教学中学生批判性思维的培养%Cultivation of Students’ Critical Thinking in English Majors’ Writing Courses

    Institute of Scientific and Technical Information of China (English)

    赵宁霞

    2015-01-01

    从我国英语专业写作现状出发,探讨了在英语专业写作教学中,培养学生批判性思维的有效途径,旨在提高英语专业学生的写作水平,提高中国英语专业学生的人才培养质量,从根本上改善英语专业学生“重视语言技能训练,忽视批判性思维培养”的现象。%Chinese English majors always have the problem of “critical thinking absence”. By analyzing the current situation of Chinese English majors’ writing courses,this paper investigates the practical ways of cultivating English major’s critical thinking to improve the writing ability of English majors,thus to enhance English majors’ talent training quality and fundamentally change the situation of English majors’ emphasis in language skill practice and neglect in critical thinking cultivation.

  18. Cultivation of Critical thinking on Higher Mathematics Teaching%试论高等数学教学中批判性思维的培养

    Institute of Scientific and Technical Information of China (English)

    张华伟

    2015-01-01

    为了更好的适应新课改需求,需要采取措施在高等数学教学中注重批判性思维的培养,其已经逐渐发展成为信息化时代的迫切需求。因此,要求高校数学教师要对批判性思维的本质特征给予正确的认识,并采取措施对学生进行批判性思维的培养,从而帮助学生学会如何学习,提高学生的课堂学习效率。%In order to meet the needs of new curriculum reform,some measures are needed to pay attention to the cultivation of critical thinking in higher mathematics teaching,it has gradually developed into the pressing needs of the information age.Col-lege mathematics teachers should understand the essence of critical thinking correctly,and take measures for the cultivation of critical thinking for students,so as to help students learn how to learn,and improve the students'classroom learning efficiency.

  19. Affecting Critical Thinking through Speech.

    Science.gov (United States)

    O'Keefe, Virginia P.

    Intended for teachers, this booklet shows how spoken language can affect student thinking and presents strategies for teaching critical thinking skills. The first section discusses the theoretical and research bases for promoting critical thinking through speech, defines critical thinking, explores critical thinking as abstract thinking, and tells…

  20. Against Critical Thinking Pedagogy

    Science.gov (United States)

    Hayes, David

    2015-01-01

    Critical thinking pedagogy is misguided. Ostensibly a cure for narrowness of thought, by using the emotions appropriate to conflict, it names only one mode of relation to material among many others. Ostensibly a cure for fallacies, critical thinking tends to dishonesty in practice because it habitually leaps to premature ideas of what the object…

  1. Rethinking Critical Thinking

    Science.gov (United States)

    Downs, Christopher J.

    2008-01-01

    Critical thinking is of primary importance in higher education, yet the concept remains slippery and the skill elusive. The author argues that most current critical thinking textbooks are out of line with the seminal work of John Dewey. Rather than logical argument and justification, it is suggested that carefulness, open-mindedness and creativity…

  2. Application of Critical Thinking on Teaching

    Institute of Scientific and Technical Information of China (English)

    Wang Jianhui

    2014-01-01

    Critical thinking is an important element of all professional fields and academic disciplines. For all the great works, critical thinking plays an important role, critical thinking is a process of consideration and understanding of the known problem and the information receiver will consider and evaluate the problem in new ways. As a teacher, there is an important task that is foster the ability of“critical thinking”, we must always willing and ready to accept the students’ doubts and always cultivate their critical thinking abilities. We also need to doubt, correct and improve ourselves;this is a very good way to enhance our teaching.

  3. 大学英语测试与批判性思维能力培养%College English Test and Cultivation of Critical Thinking Capacity

    Institute of Scientific and Technical Information of China (English)

    朱薇; 李敏杰

    2017-01-01

    “思辨缺席”在我国当代大学生中普遍存在,影响了大学生的英语学习和应用能力。当前的大学英语测试较注重学生的语言知识,忽略了学生的语言技能,尤其是学生的批判性思维和批判性表达。在测试方式、测试内容等方面突出批判性思维能力检测,能鼓励学生在外语学习中培养批判性思维,将语言知识学习、语言技能学习与批判性思维结合在一起,提高外语教学质量。%“Deficiency in Critical Thinking”is a common phenomena among Chinese college students,which influences their English learning and English usage. Present college English test mainly examines students ’ mastery of basic language knowledge and ignores their language competence,esp.that in critical thinking and critical expression.If the college English test attaches importance to examination of students’critical thinking capacity by reforming its testing manner and content,the students would be encouraged to cultivate their critical thinking capacity in their study. The combination of language knowledge,language competence and critical thinking capacity would improve the quality of the foreign language teaching and study on the whole.

  4. 批判思维在综合英语教学中的培养%On the Cultivation of Critical Thinking Ability in Integrated English Course

    Institute of Scientific and Technical Information of China (English)

    赵文慧; 王卓

    2014-01-01

    传统英语教学中教师主要只注重学生语言技能培养,却忽略学生批判思维能力的培养,这不符合当今中国素质教育的要求。英语教师应运用批判性思维教学,将语言技能融入批判思维能力训练,把教学和批判思维能力培养有机结合起来,以利于培养英语专业学生批判性思维能力。%In traditional English teaching, teachers mainly emphasize the training of all kinds of English language skills, which does not conform to the requirements of quality education in China.In the critical thinking oriented teaching, English teachers should integrate the language skills into the training of critical thinking, and combine them together skillfully.It is helpful to cultivate the critical thinking ability of English majors.

  5. 大学英语口语教学与思辨能力培养%On Cultivating Critical Thinking Skills Related to College Oral English Teaching

    Institute of Scientific and Technical Information of China (English)

    杨波

    2015-01-01

    思辨能力的培养已经成为高等教育重要的教育目标.大学英语口语教学中学生的思辨能力普遍较弱,直接影响到他们口语水平的提高.根据思辨能力的层级模型理论,思辨能力的培养应从情感特质和认知技能两方面入手:在口语教学中应增强学生的自信,创造良好的课堂氛围以保障学生的情感特质得以顺利发展;同时应采取问题引导法、演讲辩论法提高学生分析、推理和评价等认知技能.%Recently,cultivating critical thinking skills has become an important goal of higher education.In the process of oral English teaching,college students ' thinking ability is usually weak,which has a negative effect on their oral English.According to the conceptual framework of critical thinking skills,the cultivation of them should start with both affective dispositions and cognitive skills:to enhance students ' self-confidence and to create a good classroom atmosphere which ensures their affective dispositions can smoothly develop;and then apply questioning guidance,speech and debate to improve their cognitive skills such as analysis,infer-ence and evaluation.

  6. On the Cultivation of Critical Thinking in the Course of Teaching Theory%教学论课程中批判性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    郑晓菊

    2011-01-01

    New reformation of curriculum focuses attention on cultivating students' critical thinking,which is the base of innovative thinking.In the process of teaching theory,emphasizing the cultivation of critical thinking of the students helps them to master the thinking method of active study so as to improve the innovative thinking ability of the students.%新课程强调学生创新思维的培养,而批判性思维是创新思维的基础。在"教学论"中注重培养学生批判性思维能力,有助于他们掌握主动学习的思维方法,不断提高创新思维能力。

  7. Critical reading and critical thinking Critical reading and critical thinking

    Directory of Open Access Journals (Sweden)

    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

  8. Critical reading and critical thinking

    Directory of Open Access Journals (Sweden)

    Loni Kreis Taglieber

    2003-01-01

    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.

  9. Visual Thinking Strategies = Creative and Critical Thinking

    Science.gov (United States)

    Moeller, Mary; Cutler, Kay; Fiedler, Dave; Weier, Lisa

    2013-01-01

    Implementation of Visual Thinking Strategies (VTS) into the Camelot Intermediate School curriculum in Brookings, South Dakota, has fostered the development of creative and critical thinking skills in 4th- and 5th-grade students. Making meaning together by observing carefully, deciphering patterns, speculating, clarifying, supporting opinions, and…

  10. Traditional Literacy and Critical Thinking

    Science.gov (United States)

    Dando, Priscille

    2016-01-01

    How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of…

  11. Applying critical thinking to nursing.

    Science.gov (United States)

    Price, Bob

    2015-08-19

    Critical thinking and writing are skills that are not easy to acquire. The term 'critical' is used differently in social and clinical contexts. Nursing students need time to master the inquisitive and ruminative aspects of critical thinking that are required in academic environments. This article outlines what is meant by critical thinking in academic settings, in relation to both theory and reflective practice. It explains how the focus of a question affects the sort of critical thinking required and offers two taxonomies of learning, to which students can refer when analysing essay requirements. The article concludes with examples of analytical writing in reference to theory and reflective practice.

  12. On Cultivating the Critical Thinking Skills Based on Bloom’ s Cognition Ability Stratification Theory%基于认知分层理论的外语思辨能力研究

    Institute of Scientific and Technical Information of China (English)

    李明秋; 郭艳玲; 禹凤兰

    2014-01-01

    Critical thinking skill is not only the weak link but also the soft rib in the cultivation of foreign language teaching .Foreign language teaching should gear to the cultivation of critical thinking skills by correc-ting the external factors that influence the critical thinking development .Take the Writing course , Linguistics course , and Public-speaking in English course as examples , this paper , on the basis of Bloom ’ s cognition a-bility stratification theory , specifically elaborates on how to include critical thinking skills in foreign language education from different angles , different contents and different levels .Only after foreign language students ’ critical thinking skills have been improved can the quality of cultivating foreign language talents be possible .%思辨能力培养是我国外语专业教学的薄弱环节,更是外语人才培养的软肋。外语专业教学必须以培养学生的思辨能力为导向,纠正影响思辨能力发展的外部因素。文章基于布鲁姆认知能力分层理论,以具体的写作课、语言学课、英语演讲课为例,从不同角度、不同内容和不同层次对思辨能力的培养纳入外语专业的教育过程进行了详实阐述,所以只有提升外语专业学生的思辨能力,才能提高外语人才的培养质量。

  13. The Original Physical Problems-New Ways to Cultivate Critical Thinking%原始物理问题--培养中学生批判性思维的新途径

    Institute of Scientific and Technical Information of China (English)

    石尧; 胡扬洋

    2015-01-01

    Critical thinking plays a very important role in scientific development and learning. There-fore, to cultivate the students’ critical thinking became a priority in today’s teaching. This article, based on the synergetic theory, taking the method of critical thinking training as an opportunity, focuses on the role of the theory in students’ critical thinking development. It is demonstrated from the dimensions of critical spirit and critical thinking skills with the combination of the original physical problems’ charac-teristics and the corresponding representation level.%批判性思维在科学发展及人们的学习生活中都发挥着极其重要的作用。因此,培养学生的批判性思维就成了当今教学的一大要务。立足于协同学理论,以批判性思维培养的途径为契机,着重探索了原始物理问题在中学生批判性思维发展中所发挥的作用,并结合原始物理问题自身特点及相应的表征层次,从批判精神和批判性思维技能两个维度进行了论证。

  14. On the Cultivation of Critical Thinking of English Maj ors in Reading Class%英语专业阅读课教学中学生思辨能力培养探究*

    Institute of Scientific and Technical Information of China (English)

    韦森

    2013-01-01

    The cultivation of English maj ors'critical thinking plays an essential role in the field of foreign language education.Therefore,the teachers should aim to develop students'critical thinking in the teaching process in which they should improve teaching methods and take advantage of cooperative learning to realize the integration of basic skills of English,which in turn can improve students'critical thinking.This paper has a tentative study on how to cultivate English majors'critical thinking in read-ing class in particular.%英语专业在进行教学的时候要特别注重对学生思辨能力的培养,尽量将这种发展学生思辨能力的教学形式作为教学目标,在英语阅读教学的过程中从多方面改革教学方法和教学手段,利用合作项目来进行学习,实行英语语言基础技能的一体化教学,以此来达到对学生思辨能力的培养。

  15. From Memorization to Critical Thinking

    Institute of Scientific and Technical Information of China (English)

    Long; Feng

    2015-01-01

    The essay introduces the author’s experiences in the UK and Canada to explain the difference of educational methods in China and western countries:from memorization to critical thinking.The author explains what the critical thinking is and what features should a critical thinker have,then give some suggestions to improve Chinese educational system.

  16. Teaching Critical Thinking

    CERN Document Server

    Holmes, N G; Bonn, D A

    2015-01-01

    The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and while it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics lab course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the...

  17. 论综合英语教学中学生思辨能力的培养%On the Cultivation of Students’Critical Thinking Abilities in the Teaching of Integrated English

    Institute of Scientific and Technical Information of China (English)

    谢燕

    2014-01-01

    The critical thinking abilities of English maj or students are the focus of attention a-mong the educational circles at home and abroad in recent years.How to cultivate students’critical thinking abilities more effectively is of great significance in the 21st century.Integrated English course not only lets students master the basic knowledge of language,it also tries to develop students 'ability of learning strategies,ability to experiment with language and ability of language awareness and higher-order thinking.Therefore the fully effective combination of students’critical thinking cultivation and integrated English teaching not only can improve students'comprehensive basic lan-guage skills also can cultivate their creativity and critical thinking ability.%英语专业学生思辨能力是近年来国内外教育界非常关注的焦点之一,如何更加有效地培养英语专业学生的思辨能力在21世纪具有重要意义。综合英语课程不仅让专业学生掌握了语言基础知识,还能培养学生的学习策略能力、语言尝试能力和语言思维能力,因此把思辨能力培养与综合英语教学充分有效结合不仅可以提高学生综合驾驭语言的基本技能还能培养他们的创造力和思辨能力。

  18. Do Critical Thinking Exercises Improve Critical Thinking Skills?

    Science.gov (United States)

    Cotter, Ellen M.; Tally, Carrie Sacco

    2009-01-01

    Although textbooks routinely include exercises to improve critical thinking skills, the effectiveness of these exercises has not been closely examined. Additionally, the connection between critical thinking skills and formal operational thought is also relatively understudied. In the study reported here, college students completed measures of…

  19. Strategies to cultivate critical thinking in medical postgraduates via oral English teaching%英语教学与医学研究生思辨能力的培养

    Institute of Scientific and Technical Information of China (English)

    贾凌玉; 章国英; 李平; 张燕; 方卫; 胡继岳

    2013-01-01

    在介绍思辨能力内涵的基础上,结合医学研究生思辨口语课程教学实践,探讨如何在建构主义教学理论指导下,使用问题质疑、争议话题会话、主题辩论和课后调查四种策略来培养医学研究生思辨能力。%Oral English teaching for Chinese postgraduates has always been focused on the drill of language skills,thus little attention was paid to the cultivation of students' thinking ability. This pa-per explored into the definition and theoretical basis of critical thinking and gave a case analysis of how to integrate the cultivation of critical thinking skills into the oral English classrooms in an effec-tive way. The questionnaire and interview among students showed that questioning,controversial dia-logue,debate and survey can help students to form the habit of critical thinking in an effective way and are also proved to be popular among medical postgraduates.

  20. Beyond Critical Thinking.

    Science.gov (United States)

    de Bono, Edward

    1986-01-01

    Suggests our society strongly needs thinking that is constructive, generative, and organizing; describes an educational program, CoRT (Cognitive Research Trust), which teaches creative thinking as a skill; and presents reasons for teaching thinking as a specific subject area. (MBR)

  1. Cultivation of critical thinking in the new curriculum of clinical medicine%临床医学专业新课程体系中批判性思维培养的思考

    Institute of Scientific and Technical Information of China (English)

    赵曙光; 王景杰; 王旭霞; 刘震雄; 秦明

    2011-01-01

    Critical thinking refers to reasonable and reflective thinking before making decision of what to believe or what to do. It is one of the core skills that medical graduates should possess. Critical thinking can facilitate the all round development of medical students and is an integral part of information literacy. It is the way of thinking that the nature of medi -cal disciplinary and the development of new medical model and talent require. Since overall development of students is an important goal of new curriculum system reform for medical students, cultivation of critical thinking for teachers, PBL case teaching, innovative evaluative system that help cultivate students' critical thinking skills should be given great emphasis.%批判性思维指为决定信什么或做什么而进行的合理的、反省的思维,是医学毕业生应具备的核心技能之一.批判性思维有助于医学生全面发展,是信息素养的组成部分,是医学学科性质、新医学模式和培养创新型人才所要求的思维.在医学临床专业新课程体系改革中应强化以学生的全面发展为本的新理念,注意培训教师批判性思维,加强PBL案例教学,创新评价体系以培养医学生批判性思维能力.

  2. Critical Thinking: Schemata vs. Skills.

    Science.gov (United States)

    Brandhorst, Allan R.

    1989-01-01

    Refutes the idea that critical thinking is not a skill by analyzing it from the phenomenological perspective of Edmund Husserl, and from the hermeneutic perspective of Martin Heidegger. Develops the thesis that critical thinking is a restructuring of schemata. Addresses the problem of attention or student engagement. (LS)

  3. Critical Thinking: Schemata vs. Skills.

    Science.gov (United States)

    Brandhorst, Allan R.

    1989-01-01

    Refutes the idea that critical thinking is not a skill by analyzing it from the phenomenological perspective of Edmund Husserl, and from the hermeneutic perspective of Martin Heidegger. Develops the thesis that critical thinking is a restructuring of schemata. Addresses the problem of attention or student engagement. (LS)

  4. Quantifying Learning in Critical Thinking

    Science.gov (United States)

    Fliegel, Richard; Holland, John

    2013-01-01

    This article describes a three-year study assessing change in critical thinking demonstrated in essays written for regular class assignments. A rubric was designed and scorers trained to assess critical thinking holistically without knowledge of the writing prompt or author's status. The longitudinal improvement in scores earned by freshmen over…

  5. Scrutiny of Critical Thinking Concept

    Science.gov (United States)

    Atabaki, Ali Mohammad Siahi; Keshtiaray, Narges; Yarmohammadian, Mohammad H.

    2015-01-01

    Learning critical thinking skills are the goal of educational systems so the term "critical thinking" (CT) is frequently found in educational policy documents. Despite this frequency, however, precise understandings among teachers of what CT really means do not exit. The present study is designed to answer the following question. We can…

  6. Teaching Students to Think Critically

    Science.gov (United States)

    Black, Susan

    2005-01-01

    In this article, the author stresses that teachers need to teach their students to think critically and to reason their way. One prerequisite for teaching critical thinking is a classroom climate of high expectations, teacher warmth and encouragement, and pleasant physical surroundings. Schools should see to it that students become progressively…

  7. Critical Thinking: Implications for Research.

    Science.gov (United States)

    Craver, Kathleen W.

    1989-01-01

    Synthesizes critical thinking research in four areas--reading, writing, group interactions, and speaking--and discusses the implications of those studies for library information science research. The potential for employing critical thinking strategies in bibliographic instruction and the need for library science educators to initiate their own…

  8. Quantifying Learning in Critical Thinking

    Science.gov (United States)

    Fliegel, Richard; Holland, John

    2013-01-01

    This article describes a three-year study assessing change in critical thinking demonstrated in essays written for regular class assignments. A rubric was designed and scorers trained to assess critical thinking holistically without knowledge of the writing prompt or author's status. The longitudinal improvement in scores earned by freshmen over…

  9. Critical Thinking in Physical Education

    Science.gov (United States)

    Humphries, Charlotte

    2014-01-01

    Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

  10. Critical thinking in physics education

    Science.gov (United States)

    Sadidi, Farahnaz

    2016-07-01

    We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

  11. College English Classes and the Cultivation of College Students’ Critical Thinking Ability%大学英语课程与学生批判性思维能力培养

    Institute of Scientific and Technical Information of China (English)

    徐玲

    2016-01-01

    Teaching practice of college English classes is of great significance in cultivating students’ critical thinking. In college Eng-lish courses, equal emphasis should be put on in-class and out-of-class activities, and that’ s to say, equal emphasis should be put on knowledge teaching and practical activities. Only in this way can we build up the interactive environment, which is good for cultiva-ting talents with critical thinking. This paper tries to construct the strategies for cultivating critical thinking from the following two dimen-sions:first, the interactions between students and textbooks, between students and teachers, between students and students, and be-tween students and their egos;secondly, the improvement of teaching evaluations. This paper also tries to renovate the teaching modes of college English classes, and further improves college students’ critical thinking ability.%大学英语课堂教学实践对培养大学生批判性思维能力具有重要意义。大学英语课程应坚持课外与课内并重、知识讲授与实践活动并行,营造有利于培养批判性思维人才的互动环境。本文从“学生与教材”、“学生与教师”、“学生与学生”、“学生与自我”的互动以及“教学评估的改进”两大维度进行批判性思维能力培养的策略构建,创新大学英语课堂教学模式,进一步提升大学生批判性思维能力。

  12. PBL教学法在实验教学中对学生批判性思维能力的培养%Application of PBL teaching method in cultivation of critical thinking ability of students in experimental teaching

    Institute of Scientific and Technical Information of China (English)

    秦海宏; 葛伟; 孙雪洁

    2013-01-01

    The PBL teaching method is a teaching mode based on problems.It has significant effect on the formation of crilical thinking ability of the nursery students in experimental teaching.In our study,the PBL was adopted in the experimental group,while traditional teaching method was used in the control group.CCTDI-CV was applied to assess the critical thinking ability of the students in these above two groups.It was found that the critical thinking ability of the students in the experimental group is significantly higher than that in the control group.This suggested that the PBL is beneficial to cultivate the critical thinking ability of the students.This paper provides an evidence for improving the teaching mode and way of the cultivation of critical thinking ability in nursery practice teaching.%PBL教学是以问题为基础的模式,在实验教学中对培养学生批判性思维能力的效果显著.在对实验组采用PBL教学法教学、对照组采用传统的实验教学方法教学的基础上,应用CCTDI-CV评价2种教学方法对学生批判性思维能力的影响.经分析发现,PBL教学组学生的批判性思维能力高于对照组,两组间差异显著.实验教学中的PBL教学模式有助于学生批判性思维能力的培养.

  13. 论高等数学教学中批判性思维的培养%A Study on the Cultivation of Critical Thinking in Higher Mathematics Teaching

    Institute of Scientific and Technical Information of China (English)

    刘燚

    2011-01-01

    Cultivating callege students' critical thinking is the important goals of higher education reform. Combining with teaching is the ideal way to develop students' critical thinking ability. In the higher mathematics teaching, we can cultivate college students' critical thinking from the following five aspects: constructing the new teaching culture, changing the way of teaching and learning breaking through teaching process of knowledge orientation , improving evaluation methods, fully utilizing the network.%培养大学生批判性思维是世界高等教育改革的重要目标.批判性思维与学科教学相结合是培养学生批判性思维能力的理想方式.在高等数学教学中可以从建设新型教学文化、转变教与学的方式、突破知识取向的教学过程、改进评价方式、充分利用网络五个方面来培养大学生的批判性思维.

  14. 高校英语学习者批判性思维能力培养模式研究%On how to cultivate College-English learners' ability of critical thinking

    Institute of Scientific and Technical Information of China (English)

    张佩秋

    2016-01-01

    The teaching reform of the course provides a platform to cultivate students' critical thinking ability .Based on the principle of integrating critical thinking cultivation into course teaching ,and taking the course of English for academic purposes for example , this paper proposes a teaching model integrated with cyber source ,inquiry learning activities and course study under the framework of constructivism theory .It probes into its application in actual teaching process as well .Students are expected to achieve critical thinking ability training in academic English study .%课程教学改革为培养学生批判性思维能力构筑了一个学科平台。基于批判性思维融入学科的原则,在建构主义学习理论框架下,以学术英语课程的教学实践为例,以学生思辨能力培养为终极目标,构建将学术英语课程与网络资源和研究性学习相结合的创新型教学模式,探讨该模式在实际教学过程中的实现方式,期望学生在全面掌握学术英语的同时能实现思维能力培养。

  15. On Cultivating Critical Thinking Skills Related to Curriculum Teaching and Assessment for English Majors%英语专业课程教学和评估与思辨能力培养

    Institute of Scientific and Technical Information of China (English)

    张艳

    2014-01-01

    The curriculum teaching and assessment for English majors have a close connection with cultivating students' critical thinking skills. The teaching process should focus on research teaching and learning. The assessment system of the curriculum for English majors should prioritize the test of students' critical thinking skills as the main purpose. The paper puts forward that the teachers should combine their research with teaching and the students should participate in study as researchers. Meanwhile, the teachers should adopt diversified assessment systems with critical thinking at its core. The goal is to establish a critical-thinking-oriented mode of teaching and assessment.%英语专业课程的教学和评估与学生思辨能力的培养有着直接的关系。教学过程要强调研究性教学和研究性学习,英语专业课程的评估体系要突出以检测学生思辨能力为主要目的。通过教师将教学与科研结合起来、学生以研究者的身份投入学习和采用多种具有思辨性质的评估体系来建立以思辨为中心的教学和评估体系。

  16. Critical Thinking: Discovery of a Misconception

    Science.gov (United States)

    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…

  17. Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking

    OpenAIRE

    B. Jean Mandernach

    2006-01-01

    The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students’ critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course materia...

  18. A Study on the Research of Cultivating Students’ Critical Thinking Skills Both in the West and in China%国内外大学生思辨能力培养研究

    Institute of Scientific and Technical Information of China (English)

    刘凤娟

    2014-01-01

    Cultivating students’ critical thinking skills is the common objective of the reform for the international higher education. In addition, it is an important means of enhancing students’ creative abilities. Currently, the English majors training modes and teaching approaches are facing a new round of adjustments and reforms with improving the quality of English majors as one of the main goals. Therefore, cultivating students’ critical thinking skills is one important step to improve the quality of English majors. It follows that an account of the main aspects of critical thinks skills study including its definition and current studies both in the West and in China is necessary for critical thinking--oriented English teaching studies.%思辨能力培养是各国高等教育共同追求的改革目标,是培养创新型人才的重要途径。当前我国高校英语专业人才培养模式和教学体系正面临新一轮的调整和改革。改革和发展的主题之一将是大力提高英语专业人才培养的质量,而衡量高校英语专业人才培养质量的一个重要指标就是思辨能力培养。因此全面研究思辨能力的内涵以及国内外研究现状对以思辩能力培养为导向的英语专业教学研究具有非常重要的意义。

  19. Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking

    Directory of Open Access Journals (Sweden)

    B. Jean Mandernach

    2006-01-01

    Full Text Available The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students’ critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course material. To address this dilemma, it is essential to integrate instructional strategies and techniques that can efficiently and effectively maximize student learning and critical thinking. Modern advances in educational technology have produced a range of online tools to assist instructors in meeting this instructional goal. This review will examine the theoretical foundations of critical thinking in higher education, discuss empirically-based strategies for integrating online instructional supplements to enhance critical thinking, offer techniques for expanding instructional opportunities outside the limitations of traditional class time, and provide practical suggestions for the innovative use of critical thinking strategies via online resources.

  20. Re/Thinking Critical Thinking: The Seductions of Everyday Life.

    Science.gov (United States)

    Alston, Kal

    2001-01-01

    Suggests that both critical thinking and obstacles to successful critical thinking are most commonly found in the activities of everyday life. Argues for a connective criticism approach that does not assume critical means adversarial and acknowledges that critical thinking can be used as a means of opening worlds of meaning. (KS)

  1. 基于《心理学研究方法》课程教学的学生批判性思维培养%Critical Thinking Cultivation in the Course of Research Methods of Psychology

    Institute of Scientific and Technical Information of China (English)

    姚志强

    2015-01-01

    批判性思维能力是大学生素质结构的重要成分,是大学教育的重要目标之一。结合专业课程教学培养学生的批判性思维能力和品格是批判性思维教学的有效途径。通过创建民主、自由和包容的课堂文化环境,形成理性、开放的课堂交流模式,综合运用案例教学、文献研讨和研究设计等多种教学方法,能够提高心理学专业学生的批判性思维能力,有助于学生养成批判性思维的态度和倾向。%Critical thinking, a key component of college students’ quality constructs, is one of the important goals of higher education. It can be cultivated in the special courses instruction as a vital skill and disposition. The author argues that creating classroom culture of freedom,democracy, inclusiveness, case study, critical appraisal of research reports and design can contribute much to improving students’ critical thinking and nurturing their inclination of critical thinking.

  2. 运用英美文学教学启迪大学生思辨能力%On Cultivating College Students’ Critical Thinking in the British-American Literature Class

    Institute of Scientific and Technical Information of China (English)

    陈雅蜜; 方静; 田双

    2014-01-01

    Nowadays, the absence of college students ’ critical thinking is common.It is because of language barriers that it is more serious when teaching English.Therefore, improving college English learners ’ critical thinking has become an important subject of English teaching and research.The teaching forms of critical thinking can be divided into two kinds.One is independent teaching;the other is content-based instruction.Content-based instruction can effectively combine Cultivating College Students ’ Critical Thinking with teach-ing one course.This teaching form , while teaching English-American literature , can train college students ’ ability to analyze and solve the problem independently in order to gradually improve college English learners ’ critical thinking.This paper , after analyzing the reasons why critical thinking of college English learners has been absent , tries to train college English learners ’ critical thinking from improving teaching object , teaching method and evaluation system of English American Literature course.%当代大学生思辨能力缺失的现象普遍存在。而且由于语言的障碍,在英语的教学中,教师发现学习者思辨能力缺失的现象更加突出。如何在教学中培养和提高学生的思辨能力是目前极为重要的一个课题。思辨能力的教学形式分为两类:一是独立式,二是依托式。依托式教学法可以将思辨能力的培养与某学科的学习有机结合。在大学英语教学中,以讲授英美文学知识为载体,培养学生独立分析问题和解决问题的能力,通过潜移默化的教学来提高学生的思辨能力,是一种行之有效的方法。因此,本文在充分分析学生思辨能力缺失的成因后,尝试通过改进英美文学的教学目标,教学方法和评价体系来培养和提高大学生的思辨能力。

  3. Course Design for Critical Thinking.

    Science.gov (United States)

    Furedy, John J.; Furedy, Christine

    1979-01-01

    A fourth year honors thesis research course in psychology at the University of Toronto uses the device of adversarial interaction to improve critical thinking. Course components, including thesis submission, research seminar, student relations, and supervision, are designed to simulate the constraints, criticism, and relationships of actual…

  4. Measuring Psychological Critical Thinking: An Update

    Science.gov (United States)

    Lawson, Timothy J.; Jordan-Fleming, Mary Kay; Bodle, James H.

    2015-01-01

    Critical thinking is widely considered an important skill for psychology majors. However, few measures exist of the types of critical thinking that are specific to psychology majors. Lawson (1999) designed the Psychological Critical Thinking Exam (PCTE) to measure students' ability to "think critically, or evaluate claims, in a way that…

  5. Measuring Psychological Critical Thinking: An Update

    Science.gov (United States)

    Lawson, Timothy J.; Jordan-Fleming, Mary Kay; Bodle, James H.

    2015-01-01

    Critical thinking is widely considered an important skill for psychology majors. However, few measures exist of the types of critical thinking that are specific to psychology majors. Lawson (1999) designed the Psychological Critical Thinking Exam (PCTE) to measure students' ability to "think critically, or evaluate claims, in a way that…

  6. Reviews on Critical Thinking in China

    Institute of Scientific and Technical Information of China (English)

    乔彬

    2015-01-01

    作为创新能力的基础,思辨能力非常重要,思辨能力的培养引起广泛关注,国内关于思辨能力的研究主要是分为三个部分:理论回顾、思辨能力测量工具和及其培养。%As the basis of innovation,critical thinking is important and it attracts wide attention.The domestic researches on critical thinking can be divided into three groups: the introduction and theoretical reviews,the development of assessment tools,and the cultivation.

  7. Thoughts on Ways to Cultivate Foreign Language Majors' Ability of Thinking Critically%关于外语专业学生思辨能力培养途径的思考

    Institute of Scientific and Technical Information of China (English)

    李伶俐

    2013-01-01

    Critical-thinking-absence is common among the majors of foreign languages.After analyzing the causes of critical-thinking -absence,we can easily find out,in order to erase this phenomenon and cultivate foreign language majors' ability of thinking critically,what the foreign language teachers are to do include changing teaching ideology,adapting the current system of courses or improving the method of teaching the current courses,and at the same time richening students' extracurricular life,writing proper teaching books,selecting proper reference books and even changing the methods of evaluating students' work or linguistic proficiency.%“思辨缺席”现象普遍存在于外语专业学生中.要消除这一现象,就必须转变教学理念,改革课程设置或者在旧有课程设置的基础上改进教学方法,并辅以第二课堂的开拓、教材的改编和参考书的选定以及作业批改与测试评价方式的改变等措施.

  8. Cooperative Learning and the Cultivation of Critical Thinking in College English Teaching%大学英语教学中的合作学习与批判性思维的培养

    Institute of Scientific and Technical Information of China (English)

    李哲

    2012-01-01

      College English teaching is time consuming and inefficient. There a growing gulf between its teaching achievement and the requirements of the economic and technological development. Critical thinking is the essential quality of creative tal⁃ents in the information era. Applying cooperative learning in college English teaching can cultivate the critical thinking spirit and the critical thinking skills.%  大学英语教学“费时低效”的现象严重。其教学成果和经济与科技发展要求的差距越来越大。批判性思维是培养信息时代的创新人才的需要。在大学英语教学中采用合作学习可以培养学生批判性思维精神和批判性思维的各项技能,从而使学习者通过大学英语的学习学会筛选信息,分析问题,解决问题,成为创新人才。

  9. Designing of College English Class Aiming at Cultivating Students’ Critical Thinking Skills%面向学生思辨能力培养的大学英语课堂设计研究

    Institute of Scientific and Technical Information of China (English)

    岳鹏

    2013-01-01

    This paper discusses the importance of cultivating students ’ critical thinking skills and puts forward a five-step teaching model aiming at improving students critical thinking ability, i. e. preclass knowledge storage and expanding- thinking in depth and open-cooperative inquiry, critical thinking and practicing-the out-come presentation-feedback Evaluation. The results indicate that the creative-designing of each step can give students speculative space and enable students to develop rational thinking skills gradually.%培养学习者的批判性思维十分重要性,然而传统大学英语教学中只重视语言能力的培养,轻视思辨能力的培养。改变传统的教学形式,在大学英语课堂上根据“课前知识储备拓展---课堂设定开放性思索性有深度的问题---合作探究、积极思辨、实践体验---成果展示---反馈评价”的五步教学模式,创造性地设计课堂教学的每个环节给学生以思辨的时空,创造思辨的储备,通过学、思、辩,以及实际的体验、锻炼,初步养成学生合理的理性思辨能力,逐步使学生的思辨能力得到提高和拓展。

  10. Application of case analysis to cultivating critical thinking disposition in junior nurses%案例分析法在低年资护士评判性思维能力培养中的应用

    Institute of Scientific and Technical Information of China (English)

    金丽萍; 宁永金; 何雅娟

    2011-01-01

    目的 探讨应用案例分析法进行培训,提高低年资护士评判性思维能力的效果.方法 对146名参加工作5年内的低年资护士进行案例分析法培训.分别在培训前后,采用评判性思维能力测量表(CTDI-CV)对其评判性思维能力进行评价.结果 案例分析培训实施后,护士的评判性思雏特质和总分均有不同程度提高,与培训前比较,差异有统计学意义(P<0.01).结论 案例分析法培训能提高低年资护士评判性思维能力,是一种较理想的在职培训方法.%Objective To explore the effect of case analysis method on the cultivation of critical thinking disposition among junior nurses. Methods A case analysis training program was provided for 146 junior nurses. They were investigated with the Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV) before and after training. Result After the training,the total score and factor scores of critical thinking among junior nurses were significantly improved (P<0.01). Conclusion Case analysis training can improve junior nurses' critical thinking disposition,which is an ideal inservice training method for junior nurses.

  11. Applying critical thinking to college EFL teaching

    Institute of Scientific and Technical Information of China (English)

    刘迁

    2016-01-01

    In college EFL teaching, critical thinking has long been regarded as an advanced stage and skill of thinking. However, most Chinese EFL instructors stress language skills rather than critical thinking in class. this article mainly explores the strategies of applying critical thinking in college EFL teaching.

  12. Critical Thinking in Political Science: Evidence from the Introductory Comparative Politics Course

    Science.gov (United States)

    Olsen, Jonathan; Statham, Anne

    2005-01-01

    Political Science programs have long seen part of their mission as the cultivation of "critical thinking" among their undergraduates. But what exactly does critical thinking mean in our Political Science courses? Can we foster critical thinking in our classes and, if so, how? This article, based on a yearlong systematic study of an…

  13. On the Cultivation of Critical Thinking Ability in College English Teaching%探析大学英语教学中批判性思维能力的培养

    Institute of Scientific and Technical Information of China (English)

    赵明明

    2012-01-01

    摘要:本文在大学生英语教学实践中初探培养学生批判性思维能力的方法与实践,主张大学英语教学应鼓励学生在语言学习的过程中运用批判性思维,采取怀疑态度,并独立、客观、多角度地对问题进行深入思考,真正做到“学思结合”、“学会学习”、“独立思考”、“勇于创新”。%The paper aims at researching about the utility and practice of critical thinking as an educational ideal in college English teaching. It suggests college English teaching should encourage students to use critical thinking in the process of language learning, taking a skeptical ,objective attitude to think about questions independently in order to cultivate students' ability of creativity.

  14. Education for Critical Thinking

    Science.gov (United States)

    2013-02-01

    develop critical thinkers because knowing the pit - falls of logic can hone one’s understanding. Because logic is so important for parsing complexity...provide answers. We are looking for a program similar to what the Naval War College famously did during the 1930s when leaders like William “ Bull ...the 1930s when leaders like William “ Bull ” Halsey not only ex- changed ideas but also had the chance to test “pet theories” in an uncon- strained

  15. Activities to Stimulate Critical Thinking.

    Science.gov (United States)

    Haynes, Thomas B.; Schroeder, Connie

    1989-01-01

    Describes sample vocational activities that stimulate critical thinking: (1) setting up an accounting system (business education); (2) developing a marketing plan (marketing education); (3) developing a fertilizer application plan (agricultural education); (4) making the best purchase (home economics); (5) planning a repair/remodeling project…

  16. Critical Thinking Is Not Enough.

    Science.gov (United States)

    De Bono, Edward

    1984-01-01

    Critical thinking alone is reactive, in that it lacks the creative elements necessary for social progress. Accordingly, the author has developed the CoRT (Cognitive Research Trust) program to teach the two aspects of perception: breadth (developing a perceptual map) and change (using the map to discover solutions). (TE)

  17. Cross-cultural perspectives on critical thinking.

    Science.gov (United States)

    Jenkins, Sheryl Daun

    2011-05-01

    The purpose of this cross-cultural study was to explore critical thinking among nurse scholars in Thailand and the United States. The study used qualitative methodology to examine how nurse scholars describe critical thinking in nursing. Nurse educators in Thailand and the United States were questioned concerning the following aspects of critical thinking: essential components; teaching and evaluation techniques; characteristics of critical thinkers; and the importance of a consensus definition for critical thinking in nursing. Their statements, which revealed both common and specific cultural aspects of critical thinking, were subjected to content analysis. Certain themes emerged that have not been widely discussed in the literature, including the link between staying calm and thinking critically, the assertion that happiness is an essential component of critical thinking, and the participants' nearly unanimous support for coming to a consensus definition of critical thinking for nursing.

  18. Similarities and differences in conceptualizing critical thinking

    OpenAIRE

    Pešić, Jelena

    2011-01-01

    In this paper we explore the core similarities and differences in conceptualizing critical thinking. The framework of analysis refers to conceptions of leading critical thinking theorists: Ennis, Siegel, Paul, McPeck and Lipman. Two key questions are in the focus of consideration: which are the defining characteristics of critical thinking, distinguishing it from other types of thinking, and what are its constituents. The nature of identified differences has lead to a dilemma whether critical...

  19. Definitions of Critical Thinking in Context

    OpenAIRE

    Gyenes, Adam

    2015-01-01

    With the impact of increasing global competition, calls for greater emphasis on critical thinking in secondary and higher education are frequently heard in Japan, yet there is a lack of agreement on what is meant by the term “critical thinking.” This paper provides a review of selected literature, charting the chronological development of definitions of critical thinking in education during the twentieth century, and reflections on the application of critical thinking to different contexts. W...

  20. Advanced Analytic Cognition: Critical Thinking

    Science.gov (United States)

    2013-09-01

    Orwant, Steven Pinker , Martin A. Nowak, and Erez Lieberman Aiden*. Quantitative Analysis of Culture Using Millions of Digitized Books. Science... Stevens , R. & Zascavage, V. "Reliability and Validity of Watson-Glaser Critical Thinking Appraisal - Forms for Different Academic Groups," Journal of...Research Institute for the Behavioral and Social Sciences, Alexandria, VA, 1979. Kearney, C.P., Kean, M.H., Roeber, E.D., Stevens , B.L., Baron, J.B

  1. Using Word Clouds in Online Discussions to Support Critical Thinking and Engagement

    Science.gov (United States)

    deNoyelles, Aimee; Reyes-Foster, Beatriz

    2015-01-01

    Being actively engaged in a task is often associated with critical thinking. Cultivating critical thinking skills, such as purposefully reflecting and analyzing one's own thinking, is a major goal of higher education. However, there is a challenge in providing college students opportunities to clearly demonstrate these skills in online courses.…

  2. Cultivation of Critical Thinking Ability Based on Flipped Classroom Teaching Method%基于思辨能力培养的英美文学翻转教学改革

    Institute of Scientific and Technical Information of China (English)

    毛艳华

    2015-01-01

    At present, absence of critical thinking and humanistic literacy has become a universal phenomenon among English majors. It is necessary and urgent to develop teaching reformation of British and American literature. With the combination of technology-based and traditional teaching methods , the paper has mainly discussed how to cultivate critical thinking ability of English majors with the help of flipped classroom teaching method. The main teaching steps include inverting teaching procedure , developing teaching resources and reforming testing system.%英语专业英美文学教学中存在思辨缺席、人文缺失的普遍现象。文章从重构教学流程、强化课堂思辨,拓展教学资源、延展思辨空间,开放考核体系、释放思辨活力三方面讨论以“翻转课堂”促“思辨培养”的主要操作方法,旨在论证融合信息化教育手段与优良的文学教学传统,可以提升学生的文学思辨能力与人文素养。

  3. Cultivating Teacher Thinking: Ideas and Practice

    Science.gov (United States)

    Huang, Jia-Li

    2015-01-01

    This paper aims to develop, through a literature analysis, a portrait of the functioning and practice of teacher thinking at government and university levels. Teacher thinking is defined as habits and strategies or the habit of thinking used to collect information, analyze, understand institution, reflect, solve problems, inform decisions,…

  4. What Critical Thinking Approach Is Best.

    Science.gov (United States)

    Kober, Nancy

    1991-01-01

    "The School Administrator" interviewed three experts concerning the status of the critical thinking movement. Robert Schwartz advocates student learning in a problem-solving context. E.D. Hirsch sees no conflict between critical thinking and cultural literacy concepts. Matthew Lipman promotes critical thinking by encouraging children to…

  5. The Case Method in Teaching Critical Thinking.

    Science.gov (United States)

    Gantt, Vernon W.

    When one instructor teaches a course called "Communication and Critical Thinking," he uses Josina Makau's book "Reasoning and Communication: Thinking Critically about Arguments" (1990), which maintains that critical thinking requires training. Case methodology can be used for training, not exclusively but as an alternative to…

  6. Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice

    OpenAIRE

    Reynolds, Martin

    2011-01-01

    About the book:\\ud In reflective problem solving and thoughtful decision making using critical thinking one considers evidence, the context of judgment, the relevant criteria for making the judgment well, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the problem and the question at hand. In this book, the authors present topical research in the study of critical thinking. Topics discussed include developing critical ...

  7. What Makes Critical Thinking Critical for Adult ESL Students

    Science.gov (United States)

    Miekley, Joshua P.

    2014-01-01

    Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one's…

  8. Augustine and Education in Critical Thinking

    Science.gov (United States)

    Puolimatka, Tapio

    2005-01-01

    Augustine's concept of the deep self provides a basis for a complex and many-faceted account of critical thinking. He uncovers the moral sources of thinking in the inner depths of the self and shows that critical thinking presupposes radical self-reflection ready to face the truth about oneself. Self-knowledge assumes transparency, consciousness…

  9. A Sequence of Critical Thinking Tasks

    Science.gov (United States)

    Beaumont, John

    2010-01-01

    Critical thinking skills remain at the forefront of educational discussions. These higher order thinking processes, including but not limited to reflection, inference, and synthesizing information, enable individuals to make reasoned judgments not only in the classroom but in everyday life. School systems demand that critical thinking be…

  10. A Sequence of Critical Thinking Tasks

    Science.gov (United States)

    Beaumont, John

    2010-01-01

    Critical thinking skills remain at the forefront of educational discussions. These higher order thinking processes, including but not limited to reflection, inference, and synthesizing information, enable individuals to make reasoned judgments not only in the classroom but in everyday life. School systems demand that critical thinking be…

  11. Fostering Critical Thinking in Physical Education Students

    Science.gov (United States)

    Lodewyk, Ken R.

    2009-01-01

    Critical thinking is essentially "better thinking." When students think critically they consider complex information from numerous sources and perspectives in order to make a reasonable judgment that they can justify. It has been associated with academic qualities such as decision-making, creativity, reasoning, problem-solving, debating,…

  12. 大学英语专业学生批判性思维能力的培养%The Cultivation of Critical Thinking Ability of English Major College Students

    Institute of Scientific and Technical Information of China (English)

    邱谊萌

    2015-01-01

    Nowadays, the competition for creative talents has become increasingly fierce all over the world. One of the distinc⁃tive characteristics of the innovative talents is their critical thinking. For a long time, a tendency to focus more on knowledge than thinking ability in our college English major education has directly affected the innovative English talents ’growth. In order to improve our competitiveness in the world and meanwhile meet the social demand for innovative English talents, college Eng⁃lish major is facing a reform to cultivate students’critical thinking ability as its core. The key points for success in this teaching re⁃form are to adhere to the student-oriented concept in education, create a learning environment, adjust curriculum, expand the course horizon, and strengthen training in students’critical thinking ability.%当今世界,各国对创新型人才的竞争愈演愈烈。创新型人才的显著特点是具有批判性思维。长期以来,我国大学英语专业教学存在的重知识传授、轻思维能力培养的倾向,直接影响着创新型英语人才的成长。为了提高我国的国际竞争力,满足社会发展对创新型英语人才的需求,大学英语专业面临着一场以培养学生批判性思维能力为核心的教学改革。这场教学改革成功的关键在于:坚持“以学生为本”的教育观;营造自主学习的育人环境;调整课程设置与拓展教学内容;加强学生批判性思维能力的训练。

  13. Critical Thinking in ELT: Theory and Practice

    OpenAIRE

    Irawati, Lulus

    2014-01-01

    Critical thinking may be considered as an essential substance contributing to the success of students learning a language, in this English. Some skills in English such as listening, speaking, reading and writing can be successfully achieved whenever students were critical, since critical thinking is also the ability allowing the students to express everything freely. Unfortunately, utilizing critical thinking is not as simple as seen. There should be a regular and consistent process done to e...

  14. The critical thinking curriculum model

    Science.gov (United States)

    Robertson, William Haviland

    The Critical Thinking Curriculum Model (CTCM) utilizes a multidisciplinary approach that integrates effective learning and teaching practices with computer technology. The model is designed to be flexible within a curriculum, an example for teachers to follow, where they can plug in their own critical issue. This process engages students in collaborative research that can be shared in the classroom, across the country or around the globe. The CTCM features open-ended and collaborative activities that deal with current, real world issues which leaders are attempting to solve. As implemented in the Critical Issues Forum (CIF), an educational program administered by Los Alamos National Laboratory (LANL), the CTCM encompasses the political, social/cultural, economic, and scientific realms in the context of a current global issue. In this way, students realize the importance of their schooling by applying their efforts to an endeavor that ultimately will affect their future. This study measures student attitudes toward science and technology and the changes that result from immersion in the CTCM. It also assesses the differences in student learning in science content and problem solving for students involved in the CTCM. A sample of 24 students participated in classrooms at two separate high schools in New Mexico. The evaluation results were analyzed using SPSS in a MANOVA format in order to determine the significance of the between and within-subjects effects. A comparison ANOVA was done for each two-way MANOVA to see if the comparison groups were equal. Significant findings were validated using the Scheffe test in a Post Hoc analysis. Demographic information for the sample population was recorded and tracked, including self-assessments of computer use and availability. Overall, the results indicated that the CTCM did help to increase science content understanding and problem-solving skills for students, thereby positively effecting critical thinking. No matter if the

  15. On the Necessity of Cultivating and Strengthening of Critical Thinking in Translation Teaching%浅析培养和加强批判性思维在翻译教学中的必要性

    Institute of Scientific and Technical Information of China (English)

    王锁栓

    2014-01-01

    In recent years ,critical thinking ,as one of the two most basic and important skills including problem solving ,has always been a focus in western teaching practice while it is rather weak in both Chi -na’s translation research and its practice .This paper analysises the necessity of cultivating and strengthe-ning critical thinking in terms of its philosophical development ,its relation to translators (teachers and students) ,and to the essence and theories of translation aiming to arouse the relevant attention as well as to give a little help and enlightenment for further research .%近些年来批判性思维在西方教学实践中备受重视,其被视为与“解决问题”之同等重要的两大基本技能之一[1],可该思维无论是在翻译教学的研究中还是在实践上都还相当薄弱,亟待加强。本文对批判性思维的历史从哲学角度上做了简单梳理和探究,从译者、翻译的学科性质、翻译理论多个维度剖析了培养和加强批判性思维的必要性,以期引起业界的关注,同时也为相关的后续研究提供一点启示和帮助。

  16. Critical Thinking as Cultural-Historical Practice.

    Science.gov (United States)

    Panofsky, Carolyn P.

    1999-01-01

    Explores critical thinking as it has been constructed in schooling and in dominant traditions of psychological theory, presenting a dialectical view of critical thinking suggested in the social and philosophical writings of critical theorists (e.g., Theodor Adorno and Herbert Marcuse) and supported by the sociohistorical or cultural-historical…

  17. Barriers to Critical Thinking Across Domains

    OpenAIRE

    Geertsen, Reed

    2013-01-01

    The transfer of critical thinking across domains presents both a significant challenge and meaningful opportunity for college education as well as programs of continuing education and · efforts to encourage lifelong learning. After examining different approaches to teaching critical thinking, this paper examines some of the barriers to transfer across domains using an interactionist perspective. This perspective underscores the fact that developing and using critical thinking i...

  18. 苏格拉底式对话与批判性思维能力的培养--基于大学英语课堂教学案例研究%Socratic Dialogue and Cultivate Critical Thinking Skills--Based on College English Teaching Case Studies

    Institute of Scientific and Technical Information of China (English)

    邓云飞

    2014-01-01

    本文通过实例分析目前国内大学英语专业教学中存在的不足,提出批判性思维能力的培养的重要性;阐述了批判性思维的概念、内涵;提出了教师在教学实践中培养批判性思维的作用和采用苏格拉底式提问解决案例中存在的问题;最后表达在整个社会营造有利于批判性思维精神的环境的愿望。%By analyzing the deficiencies in three cases of classroom activities, the present thesis illustrates the importance of the cultivation of Critical Thinking in TESL, expounds the notion of Critical Thinking and the teacher's function in the cul-tivation of Critical Thinking in practice, suggests practical strategies for the specific problems in the three cases and expects a benign environment for the cultivation of Critical Thinking both in school and in society.

  19. CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS

    Directory of Open Access Journals (Sweden)

    Patrisius Istiarto Djiwandono

    2013-01-01

    Full Text Available Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this areahave 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 conducted partly to seek the answers to the issue. A brief training on critical thinking and critical attitude was given to a group of language learners who were studying Business Correspondence. Questionnaires were then used to capture traces of their thinking as they were preparing to accomplish a learning task and while they were listening to their classmates’ presentation of ideas. The data show the change of their thinking process. After the training there is a tendency from the students to ask more critical questions with slightly higher frequencies. It is concluded then that the brief training has prompted their awareness of critical thinking.

  20. Teaching Design of Cultivating Nursing Students' Creative Thinking

    Science.gov (United States)

    Xi-wen, Liu; Chun-ping, Ni; Rui, Yang; Xiu-chuan, Li; Cheng, Cheng

    2007-01-01

    Chinese nursing education levels have developed fast over the past few years. Many nursing educators are devoted to the research of nursing teaching. How to cultivate nursing students, creative thinking is one of the principle researches and has received increasing attention. In the course of nursing teaching, we renewed the teaching design based…

  1. On Cultivating Critical Thinking in Japanese Extensive Reading Course in Higher Vocational Education%论高职日语泛读课上学生批判性思维的培养

    Institute of Scientific and Technical Information of China (English)

    林天宝

    2011-01-01

    The paper disserts the importance of critical thinking and analyzes the content of critical thinking and the absence of related training in higher education to explore effective ways to foster critical thinking in Japanese extensive reading course.%论述了批判性思维的重要性,分析了批判性思维的内涵,然后分析目前高校批判性思维培养缺失的原因,结合高职日语泛读课程的教学实例探讨培养批判性思维的有效途径。

  2. Learning in Public Management - Thinking Critically, Thinking Caringly, Thinking Creatively

    NARCIS (Netherlands)

    D.R. Gasper (Des)

    2001-01-01

    markdownabstractThe difference between learning to copy and learning to think For senior managers, the difference between learning by rote and learning to think independently is central. In rote learning we learn how to exactly reproduce something, we copy. This is fine for some purposes: we need to

  3. Developing Critical Thinking through Leadership Education

    Science.gov (United States)

    Jenkins, Daniel M.; Andenoro, Anthony C.

    2016-01-01

    This chapter provides the critical leadership logic model as a tool to help educators develop leadership-learning opportunities. This proactive logic model includes curricular and co-curricular educational experiences to ensure critical thinking through leadership education.

  4. Critical Thinking in the Business Classroom

    Science.gov (United States)

    Reid, Joanne R.; Anderson, Phyllis R.

    2012-01-01

    A minicourse in critical thinking was implemented to improve student outcomes in two sessions of a senior-level business course at a Midwestern university. Statistical analyses of two quantitative assessments revealed significant improvements in critical thinking skills. Improvements in student outcomes in case studies and computerized business…

  5. Enhancing Critical Thinking Skills among Authoritarian Students

    Science.gov (United States)

    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…

  6. A Model for Teaching Critical Thinking

    Science.gov (United States)

    Emerson, Marnice K.

    2013-01-01

    In an age in which information is available almost instantly and in quantities unimagined just a few decades ago, most educators would agree that teaching adult learners to think critically about what they are reading, seeing, and hearing has never been more important. But just what is critical thinking? Do adult learners agree with educators that…

  7. Assessing Postgraduate Students' Critical Thinking Ability

    Science.gov (United States)

    Javed, Muhammad; Nawaz, Muhammad Atif; Qurat-Ul-Ain, Ansa

    2015-01-01

    This paper addresses to assess the critical thinking ability of postgraduate students. The target population was the male and female students at University level in Pakistan. A small sample of 45 male and 45 female students were selected randomly from The Islamia University of Bahawalpur, Pakistan. Cornell Critical Thinking Test Series, The…

  8. Development of Critical Thinking with Metacognitive Regulation

    Science.gov (United States)

    Gotoh, Yasushi

    2016-01-01

    In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this…

  9. Critical Thinking in the Business Classroom

    Science.gov (United States)

    Reid, Joanne R.; Anderson, Phyllis R.

    2012-01-01

    A minicourse in critical thinking was implemented to improve student outcomes in two sessions of a senior-level business course at a Midwestern university. Statistical analyses of two quantitative assessments revealed significant improvements in critical thinking skills. Improvements in student outcomes in case studies and computerized business…

  10. Developmental Critical Thinking: Melding Two Imperatives.

    Science.gov (United States)

    Harris, Jimmy Carl; Eleser, Chris

    1997-01-01

    Describes the genesis of a developmental critical-thinking course offered at Southeastern Louisiana University (SLU) that melds two imperatives: to provide a comprehensive developmental-education program and to satisfy the critical-thinking requirements of the job market and the university. Provides some preliminary evaluation results from faculty…

  11. Critical Thinking and Rational Emotive Behavior Therapy.

    Science.gov (United States)

    Hatcher, Donald; Brown, Tony; Gariglietti, Kelli P.

    2001-01-01

    Notes limitations of Rational Emotive Behavior Therapy (REBT). Suggests that should these weaknesses be addressed, teachers of critical thinking would do well to incorporate REBT into their critical thinking courses. Relates that A. Ellis has suggested that the future of REBT is in integrating it into the educational curriculum as a way of…

  12. Critical Thinking and Rational Emotive Behavior Therapy.

    Science.gov (United States)

    Hatcher, Donald; Brown, Tony; Gariglietti, Kelli P.

    2001-01-01

    Notes limitations of Rational Emotive Behavior Therapy (REBT). Suggests that should these weaknesses be addressed, teachers of critical thinking would do well to incorporate REBT into their critical thinking courses. Relates that A. Ellis has suggested that the future of REBT is in integrating it into the educational curriculum as a way of…

  13. A Confucian Conception of Critical Thinking

    Science.gov (United States)

    Tan, Charlene

    2017-01-01

    This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of "li" (normative behaviours) necessitates and promotes critical thinking in at least two ways. First, the observance of "li" requires the individual to exercise…

  14. Critical thinking as reflecting on understanding others

    NARCIS (Netherlands)

    Torringa, J.G.H.

    2011-01-01

    This dissertation about critical thinking processes three questions. The first regards the question what critical thinking means when conceptualizing the phrase away from the dominant account in which it refers to the ability to reason well and the disposition to do so (Bailin & Siegel, 2003). A cri

  15. Philosophy, Critical Thinking and Philosophy for Children

    Science.gov (United States)

    Daniel, Marie-France; Auriac, Emmanuelle

    2011-01-01

    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the…

  16. 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...

  17. Does a Business Curriculum Develop or Filter Critical Thinking?

    Science.gov (United States)

    Coleman, B. Jay; Mason, Paul; Steagall, Jeffrey W.

    2012-01-01

    We investigate whether a business curriculum develops critical thinking ability or at least serves as a filter for critical thinking (i.e., students who cannot think critically tend not to progress toward graduation). We measure critical thinking by performance on the Watson-Glaser Critical Thinking Appraisal Short Form which was administered to a…

  18. Thoughts on Thinking: The Challenge of Critical Thinking

    Directory of Open Access Journals (Sweden)

    Gary Heisserer

    2006-01-01

    Full Text Available Central to Halpern’s definition is the idea that the critical thinker must have not only the necessary analytical tools but also the inclination to use them. Implicit in this argument is the reality that as educators, we must facilitate the learning of both critical thinking skills and dispositions. Critical thinking may also involve the dialectical confrontation between two conflicting forces. The first is what we know and believe; the second is that which is different, new, or contrary to what we know or believe. Braman (1998 uses the phrase “disorienting dilemma” to describe the situation when one critically examines a well-formulated position that is directly at odds with a long held, and perhaps cherished, belief (p. 30. It is this dynamic process of exposure, exploration, and evaluation that is central to the liberal arts educator committed to the practice and to the instruction of critical thinking. However, the evaluation of differing perspectives is a necessary but not sufficient condition of critical thinking. Hatcher and Spencer (2000 address this concern in their succinct but compelling definition. They write that critical thinking “attempts to arrive at a decision or judgment only after honestly evaluating alternatives with respect to available evidence and arguments” (p.1. This definition is particularly satisfying because it refers both to a process (the honest evaluation of alternatives and to an advocacy-based result (a decision that is informed by the evidence and arguments.

  19. Critical thinking and its importance in the information society

    OpenAIRE

    Žáčková, Vladimíra

    2012-01-01

    This thesis deals with the importance of critical thinking in today's information society. It presents the basic concepts of information society and critical thinking. It outlines the basic skills of critical thinkers, the most common barriers in critical thinking and the use of critical thinking. The practical part focuses on the acquainting with courses of critical thinking mostly taught at universities abroad. The essence of the practical part is a concept of critical thinking course that ...

  20. Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)

    Science.gov (United States)

    Emir, Serap

    2013-01-01

    The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational…

  1. 311 Developing Critical Thinking and Communication Skills in ...

    African Journals Online (AJOL)

    User

    2012-01-24

    Jan 24, 2012 ... teaching and learning; teachers must learn to think critically and must employ techniques .... What are the strategies for providing critical thinking in students? Teachers can ..... Critical Thinking and intuitive nursing. Practice.

  2. Critical Thinking for Environmental Health Risk Education.

    Science.gov (United States)

    Gregory, Robin

    1991-01-01

    Proposes an approach for helping school-age children to think critically about environmental health risks. Discusses elements of a school curriculum--defining a decision perspective, making choices under uncertainty, and thinking about consequences--and recommends classroom implementation procedures. (Author/JOW)

  3. Critical Thinking in a Second Language

    Science.gov (United States)

    Floyd, Carol Beth

    2011-01-01

    Critical thinking (CT) skills are generally considered to be vital to success at university, but Asian students are sometimes perceived as lacking these skills. This research explores the effect that thinking in a second language has on CT performance. To assess this, two groups of students were tested on a split-test version of the "Watson…

  4. Critical Thinking Skills for Language Students

    Science.gov (United States)

    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…

  5. CRITICAL THINKING BETWEEN THEORY AND PRACTICE

    Directory of Open Access Journals (Sweden)

    Elena NEDELCU

    2017-05-01

    Full Text Available The paper entitled “Critical Thinking between Theory and Practice” has primarily a theoretical character for it aims at conceptually clarifying several terms whose meaning, though different, overlaps both in common language, as well as in specialized literature. Our paper clarifies the following concepts: “critical thinking”, “critical spirit” and “criticism”. The first chapter of the paper, besides these conceptual clarifications, also identifies individual and social benefits of critical thinking - when applied in social and political spheres. The second chapter briefly analyses several “corrupted” forms of criticism as we identified them in the Romanian public space, while also pointing out the causes that generate them. The third chapter debates upon the need and strategies to educate critical thinking in Romanian society, as well as the art to protest and to accept justified critics.

  6. The Cultivation of Critical Thinking and the Innovative Teaching Model of English Writing%思辨能力培养与英语写作创新教学模式

    Institute of Scientific and Technical Information of China (English)

    刘洁

    2014-01-01

    英语专业学生的“思辨缺席症”的原因主要体现在学习目标不清、教学方法的误导和知识面狭窄等方面,思辨能力的培养能有效改善英语专业学生的“思辨缺席症”。从设置真实写作任务、注重同伴反馈与讨论和建立写作手册等方面阐述如何培养学生的思辨能力。培养学生的分析能力、思辨能力和解决问题的能力,从而提高英语写作水平。%The reasons for the“ Critical Thinking Deficiency”of Chinese English major students lie in the ambiguous learning objects,the misleading guidance of teaching methods and the narrow knowledge,etc. The development of critical thinking can effectively improve the“Critical Thinking Deficiency”of English major students. This paper aims to explore the development of the critical thinking ability in the aspect of setting the real writing tasks,the focus of peers feedbacks and establishing the writing pamphlet,thus fostering the analyzing abilities,critical thinking abilities and the abilities to solve problems and improving the writing abilities.

  7. Critical Thinking as a Cognitive Educational Technology

    Directory of Open Access Journals (Sweden)

    Brylina Irina V.

    2016-01-01

    Full Text Available The article deals with higher education issues related to the formation of students’ intellectual work skills. The research objective of the paper was to consider critical thinking as a cognitive technology in education. In this regard, the didactic and structural approaches to the study of critical thinking do not contradict one another: each approach is a logical complement of the other and reveals certain aspects of the complex concept of critical thinking, giving emphasis to the argument, which is a tool, used both in critical and dogmatic thinking. By the general competence we mean principles of thinking, the ability to produce a reasoned piece of oral and written language, understanding and analysis of philosophical issues, considering the essence and value of the information. Among the professional competencies, the following should be listed: the ability to reconsider the gathered experience critically, the ability to collect, process, and interpret the data of modern research, to form judgments about the value and impact of the professional activity. The logical competence draws focused attention to the critical argument, regarding it throughout the course Logic. It is concluded that critical thinking can be seen as a cognitive educational technology for the formation of logical competence.

  8. Teaching Sociology and Womens’ Critical Thinking

    Directory of Open Access Journals (Sweden)

    Mohammad-Ali Zaki

    2013-08-01

    C. Wright Mills, leaning on approach, each student through the process of critical thinking in the sociology of education increases,Identification and analysis of practical realization of the society will be realized by most students.

  9. 英语专业毕业论文写作与批判性思维能力的培养%On the Cultivation of Critical Thinking in Thesis Writing of English Majors

    Institute of Scientific and Technical Information of China (English)

    杨晓蓉

    2012-01-01

    英语专业毕业论文存在的问题与批判性思维的缺失有很大的关系。将批判性思维的培养融入毕业论文写作教学,是培养英语高年级学习者创新型思维能力和研究能力,提高毕业论文写作质量的根本途径。%Lacking critical thinking was typically reflected by the English majors. Proper combinations of critical thinking and thesis of student's critical thinking, but also to the improvement of their great trouble and difficulties in thesis writing of writing not only contribute a lot to the formation thesis writing ability.

  10. 隐喻教学和英语专业学生思辨能力的培养%Study on Metaphor in the Cultivation of English Majors' Critical Thinking Skills

    Institute of Scientific and Technical Information of China (English)

    任俊香

    2012-01-01

    隐喻是人类认知的手段,是以语言为载体的思维现象。高校人才培养质量的一个重要指标就是思辨能力培养,我国英语专业学生思辨能力的培养并未得到足够的重视,思辨缺席引起了英语教学界的关注。以隐喻的认知功能及其教学功能为理论依据,探讨在英语专业教学中如何通过隐喻教学来提高学生的思辨能力。%Metaphor is seen as a rhetorical device and also a thinking mode of human. One of the most important indicators of the quality of Higher Teaching is Critical Thinking Training. Less attention has been paid in the development of English Majors' critical thinking. Absence of critical thinking has been a hot issue in the field of foreign language teaching recently. On the basis of metaphor' s cognitive function and its and teaching Function,this paper presents that the application o f metaphor in English major teaching is the effective method to improve English major' s critical thinking.

  11. Critical thinking in clinical nurse education: application of Paul's model of critical thinking.

    Science.gov (United States)

    Andrea Sullivan, E

    2012-11-01

    Nurse educators recognize that many nursing students have difficulty in making decisions in clinical practice. The ability to make effective, informed decisions in clinical practice requires that nursing students know and apply the processes of critical thinking. Critical thinking is a skill that develops over time and requires the conscious application of this process. There are a number of models in the nursing literature to assist students in the critical thinking process; however, these models tend to focus solely on decision making in hospital settings and are often complex to actualize. In this paper, Paul's Model of Critical Thinking is examined for its application to nursing education. I will demonstrate how the model can be used by clinical nurse educators to assist students to develop critical thinking skills in all health care settings in a way that makes critical thinking skills accessible to students.

  12. 独立学院《综合英语》教学与批判性思维能力的培养%Cultivation of Teaching and Critical Thinking Ability of the Course of "Comprehensive English"in Independent Colleges

    Institute of Scientific and Technical Information of China (English)

    张娅

    2015-01-01

    独立学院英语专业的《综合英语》教学与批判性思维能力培养相结合,有利于学生提高语言技能的同时加强批判性思维能力的培养。本文对批判性思维在课程教学中的应用研究概况作了简略的述评,分析了独立学院英语专业在教学中培养学生批判性思维的必要性,并对其思维能力培养的可行性进行了探讨。%The improvement of students'critical thinking ability has been the consensus in the field of foreign language educa-tion.Cultivating critical thinking in the quality course in independent college will improve English majors'thinking skills as well as language skills.This paper attempts to discuss the definitions of critical thinking firstly then present the importance and the effective ways of fostering English majors'critical thinking by applying the quality course.

  13. Analysis of Critical Thinking Skill Training Exercises in EAP Writing Context

    Institute of Scientific and Technical Information of China (English)

    王慧颖

    2015-01-01

    Critical thinking, as higher-order thinking, is the use of relatively complex cognitive skills like analyzing, reasoning, making judgments. This paper analyzed the distribution of exercises on critical thinking skills in EAP writing context for EFL stu-dents. The data were randomly collected and systematically coded according to the new version of Bloom 's taxonomy of critical thinking cue questions:lower-order thinking (LOT, including remembering, understanding, and applying) and higher-order think-ing (HOT, including analyzing, evaluating, and creating). The findings showed that HOT exercises have a higher proportion than LOT exercises in EAP writing context for EFL students. Most cue questions in HOT exercises greatly emphasize the training of crit-ical thinking skills and enhance the effectiveness of promoting learners'critical thinking skills. Therefore, critical thinking skills, as a product of training and practice, tend to be trained to improve students'language learning and development, and especially to facilitate development of cognitive and higher-order cognitive skills. Based on the findings, the training of critical thinking is ex-pected to be improved in English learning for EFL undergraduates, so as to make improvement in cultivating Chinese EFL stu-dents'critical thinking skills.

  14. Fostering Critical Thinking in the Classroom

    Directory of Open Access Journals (Sweden)

    Husniah Sahamid

    2014-12-01

    Full Text Available The ability to cite reasons, to justify claims and give support to arguments is seen as primary characteristics of a critical thinker. This paper discusses how the ‘Elements of Reasoning’ is employed with Socratic Questioning to develop critical thinking in the language classroom. The principles that guide the questioning are laid out clearly, just as is the response which must be backed by valid reasons, examples, and illustrations, pushing students beyond mere recall and into abstract thinking. It is based on the notion that through questioning, the process that occurs in the student’s mind creates thinking and learning.

  15. Enhancing Critical Thinking At The Tertiary Level Through A Literature based Critical Thinking Program

    OpenAIRE

    Arslan, Recep Şahin; YILDIZ, Nazan

    2013-01-01

    This paper examines the significance of the application of a literature based critical thinking program at the tertiary level and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction The study is based on one group pre test–post test design a quasi experimental design in which a seven week literature based critical thinking program involving 34 seniors attending an English Language and Literature Department was implemented ...

  16. 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.

  17. The cultivation of critical thinking in English writing teaching%将批判性思维的培养纳入英语专业写作教学

    Institute of Scientific and Technical Information of China (English)

    刘丹丹

    2013-01-01

      为了提升英语专业学生的思辨能力,以英语专业写作教学为例,研究了如何将培养学生的批判思维能力纳入英语专业教学的过程,使学生逐步掌握批判性思维的核心技能,养成勤于思考,乐于质疑的习惯。%In order to improve the students' thinking ability, to take English writing teaching as an example, studies the process of how to develop the students' critical thinking ability in English teaching, makes the students gradually master the core skills of critical thinking, willing to challenge the habit.

  18. 高校英语教学中培养学生批判性思维能力探析%Exploration on cultivating students' critical thinking ability in English teaching in academy

    Institute of Scientific and Technical Information of China (English)

    侯金枝

    2011-01-01

    进入21世纪,批判性思维得到了越来越多的重视。通过探讨批判性思维的教育内涵,分析了高校英语学习现状,提出了如何在高校英语教学中培养学生的批判性思维能力的三种方式,旨在培养学生批判性思维,提高学生掌握学习主动权的能力。%In the 21st century,people pay more and more attention on critical thinking.This paper probes into the definition about critical thinking,analyzes the current situation of English studying in academy,and puts forwards three methods to develop students' critical thinking ability in English teaching in academy.The purpose of this paper is to develop students' critical thinking and improve students' ability of mastering studying initiative.

  19. Clinical process learning to improve critical thinking.

    Science.gov (United States)

    Thornhill, S K; Wafer, M S

    1997-01-01

    A six-step process-learning strategy model serves as a framework for nursing students to critically analyze situations encountered during their clinical practice experience. Stephen Brookfield's four components of critical thinking and culturalization themes relate well to how nurses learn and experience critical thinking and serves as the model's organizing framework. This learning strategy has implications for all nurse educators because it incorporates the realities of nursing practice, merges nursing education with practice, involves students in affective, cognitive, and psychomotor domains of learning, and prepares graduates to function in dynamic and complex health care systems.

  20. Critical Thinking in Community Colleges. ERIC Digest.

    Science.gov (United States)

    Hirose, Shannon

    Practitioners at all levels of education have begun to recognize that addressing the complex social and environmental problems of the future will require individuals capable of reflective and critical thought. Critical thinking has been defined as utilizing a number of cognitive processes and attitudes that undergird intelligent action in diverse…

  1. Fostering Critical Thinking in the Classroom

    Science.gov (United States)

    Sahamid, Husniah

    2014-01-01

    The ability to cite reasons, to justify claims and give support to arguments is seen as primary characteristics of a critical thinker. This paper discusses how the "Elements of Reasoning" is employed with Socratic Questioning to develop critical thinking in the language classroom. The principles that guide the questioning are laid out…

  2. Contribution of Emotional Intelligence towards Graduate Students' Critical Thinking Disposition

    Science.gov (United States)

    Kang, Fong-Luan

    2015-01-01

    Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our…

  3. Effects of Teaching Critical Thinking within an Integrated Nursing Curriculum

    Science.gov (United States)

    Brown Basone', Lauren

    2014-01-01

    Nursing students need to think critically in order to pass their nursing courses and the critical thinking portion of the national licensure exam. To improve students' critical thinking skills, a nursing program in the southern United States recently required that 4th semester students take a 1-credit critical thinking course. This study evaluated…

  4. Faculty Perceptions of Critical Thinking at a Health Sciences University

    Science.gov (United States)

    Rowles, Joie; Morgan, Christine; Burns, Shari; Merchant, Christine

    2013-01-01

    The fostering of critical thinking skills has become an expectation of faculty, especially those teaching in the health sciences. The manner in which critical thinking is defined by faculty impacts how they will address the challenge to promote critical thinking among their students. This study reports the perceptions of critical thinking held by…

  5. A Tangible Programming Tool for Children to Cultivate Computational Thinking

    Science.gov (United States)

    Wang, Danli; Liu, Zhen

    2014-01-01

    Game and creation are activities which have good potential for computational thinking skills. In this paper we present T-Maze, an economical tangible programming tool for children aged 5–9 to build computer programs in maze games by placing wooden blocks. Through the use of computer vision technology, T-Maze provides a live programming interface with real-time graphical and voice feedback. We conducted a user study with 7 children using T-Maze to play two levels of maze-escape games and create their own mazes. The results show that T-Maze is not only easy to use, but also has the potential to help children cultivate computational thinking like abstraction, problem decomposition, and creativity. PMID:24719575

  6. A Tangible Programming Tool for Children to Cultivate Computational Thinking

    Directory of Open Access Journals (Sweden)

    Danli Wang

    2014-01-01

    Full Text Available Game and creation are activities which have good potential for computational thinking skills. In this paper we present T-Maze, an economical tangible programming tool for children aged 5–9 to build computer programs in maze games by placing wooden blocks. Through the use of computer vision technology, T-Maze provides a live programming interface with real-time graphical and voice feedback. We conducted a user study with 7 children using T-Maze to play two levels of maze-escape games and create their own mazes. The results show that T-Maze is not only easy to use, but also has the potential to help children cultivate computational thinking like abstraction, problem decomposition, and creativity.

  7. A tangible programming tool for children to cultivate computational thinking.

    Science.gov (United States)

    Wang, Danli; Wang, Tingting; Liu, Zhen

    2014-01-01

    Game and creation are activities which have good potential for computational thinking skills. In this paper we present T-Maze, an economical tangible programming tool for children aged 5-9 to build computer programs in maze games by placing wooden blocks. Through the use of computer vision technology, T-Maze provides a live programming interface with real-time graphical and voice feedback. We conducted a user study with 7 children using T-Maze to play two levels of maze-escape games and create their own mazes. The results show that T-Maze is not only easy to use, but also has the potential to help children cultivate computational thinking like abstraction, problem decomposition, and creativity.

  8. On the Cultivation of Critical Thinking and Language Teaching --.Dynamic Combination of Language Input and Output%论英语教育与批判性思维培养的有机结合——谈语言的输入与输出的结合模式

    Institute of Scientific and Technical Information of China (English)

    叶淑斌

    2012-01-01

    Great importance has been attached to the cultivation of critical thinking skills. However, the critical thinking skills of foreign language majors need improving badly. Considering the characteristics of foreigu language teaching, we put forward a new teaching method, combining the teaching of basic language skills with the cultivation of critical thinking by the dynamic integration of language input and output, which must be an efficient way.%大学生批判性思维能力的培养越来越受到重视。然而,目前我国外语专业学生的批判性思维能力始终令人担忧。要改变这种现象。可以利用外语语言专业学习的特殊性,通过语言的输入和输出的有机结合,将学生批判性思维能力的培养渗透到语言基本技能教学的各个环节中。将批判性思维能力与语言技能训练有机结合是理想的教学模式。

  9. The Halpern Critical Thinking Assessment: Towards a Dutch Appraisal of Critical Thinking

    NARCIS (Netherlands)

    de Bie, Hannie; Wilhelm, P.; van der Meij, Hans

    2015-01-01

    Critical thinking is a vital component of 21st century skills. To assess this skill, a valid and reliable instrument is needed. This study focuses on the psychometric properties of the Dutch version of the Halpern Critical Thinking Assessment (HCTA). The HCTA was administered to university students

  10. Improving Student Critical Thinking and Perceptions of Critical Thinking through Direct Instruction in Rhetorical Analysis

    Science.gov (United States)

    McGuire, Lauren A.

    2010-01-01

    This study investigated the effect of direct instruction in rhetorical analysis on students' critical thinking abilities, including knowledge, skills, and dispositions. The researcher investigated student perceptions of the effectiveness of argument mapping; Thinker's Guides, based on Paul's model of critical thinking; and Socratic questioning.…

  11. The Halpern Critical Thinking Assessment: Towards a Dutch Appraisal of Critical Thinking

    NARCIS (Netherlands)

    Bie, de H.; Wilhelm, P.; Meij, van der H.

    2015-01-01

    Critical thinking is a vital component of 21st century skills. To assess this skill, a valid and reliable instrument is needed. This study focuses on the psychometric properties of the Dutch version of the Halpern Critical Thinking Assessment (HCTA). The HCTA was administered to university students

  12. 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.

  13. Critical thinking in clinical medicine: what is it?

    Science.gov (United States)

    Gupta, Mona; Upshur, Ross

    2012-10-01

    In this paper, we explore the recent emphasis, in various medical contexts, of the term 'critical' or the notion of 'being critical'. We identify various definitions of being critical and note that they differ strikingly. What are these different uses of the term trying to capture that is important in clinical medicine and medical education? We have analysed these qualities as responsibilist, epistemic virtues. We believe that a virtues approach is best able to make sense of the non-cognitive elements of 'being critical', such as the honesty and courage to question claims in the face of persuasion, authority or social pressure. Medical educators and professional bodies seem to agree that being critical is important and desirable. Yet, it is unclear how this quality can be optimally fostered and balanced with the constraints that act upon individual practitioners in the context of institutional medicine including professional standards and the demands of the doctor-patient relationship. Other constraints such as authoritarianism, intimidation and financial pressures may act against the expression of being critical or even the cultivation of critical thinking. The issue of the constraints on critical thinking and the potential hazards it entails will require further consideration by those who encourage being critical in medicine.

  14. Models, measurement, and strategies in developing critical-thinking skills.

    Science.gov (United States)

    Brunt, Barbara A

    2005-01-01

    Health care professionals must use critical-thinking skills to solve increasingly complex problems. Educators need to help nurses develop their critical-thinking skills to maintain and enhance their competence. This article reviews various models of critical thinking, as well as methods used to evaluate critical thinking. Specific educational strategies to develop nurses' critical-thinking skills are discussed. Additional research studies are needed to determine how the process of nursing practice can nurture and develop critical-thinking skills, and which strategies are most effective in developing and evaluating critical thinking.

  15. Exploring the association between parental rearing styles and medical students' critical thinking disposition in China.

    Science.gov (United States)

    Huang, Lei; Wang, Zhaoxin; Yao, Yuhong; Shan, Chang; Wang, Haojie; Zhu, Mengyi; Lu, Yuan; Sun, Pengfei; Zhao, Xudong

    2015-05-14

    Critical thinking is an essential ability for medical students. However, the relationship between parental rearing styles and medical students' critical thinking disposition has rarely been considered. The aim of this study was to investigate whether parental rearing styles were significant predictors of critical thinking disposition among Chinese medical students. 1,075 medical students from the first year to the fifth year attending one of three medical schools in China were recruited via multistage stratified cluster sampling. The Chinese Critical Thinking Disposition Inventory(CTDI-CV) and The Egna Minnen av Barndoms Uppfostran (EMBU) questionnaire were applied to collect data and to conduct descriptive analysis. Stepwise multiple linear regression was used to analyze the data. The critical thinking disposition average mean score was 287.44 with 632 participants (58.79%) demonstrating positive critical thinking disposition. Stepwise multiple linear regression analysis revealed that the rearing styles of fathers, including "overprotection", "emotional warmth and understanding", "rejection" and "over-interference" were significant predictors of medical students' critical thinking disposition that explained 79.0% of the variance in critical thinking ability. Rearing styles of mothers including "emotional warmth and understanding", "punishing" and "rejection" were also found to be significant predictors, and explained 77.0% of the variance. Meaningful association has been evidenced between parental rearing styles and Chinese medical students' critical thinking disposition. Parental rearing styles should be considered as one of the many potential determinant factors that contribute to the cultivation of medical students' critical thinking capability. Positive parental rearing styles should be encouraged in the cultivation of children's critical thinking skills.

  16. Enhancing critical thinking with literary discussion

    Directory of Open Access Journals (Sweden)

    رضا پیشقدم

    2008-07-01

    Full Text Available The major aim of this study was to investigate the effect of literary discussion on critical thinking. To this end, two classes (experimental and control groups were selected from College of Ferdowsi University. In both groups literature was used as supplementary homework. Students were supposed to read short stories and poems at home and present them in class. The students in the experimental group were discussing the materials in class and the students in the control group only memorized the texts and retold them. At the end of the term, the students were asked to take a questionnaire on critical thinking. The results demonstrated that there was a significant difference between means of two groups, implying that literary discussion can enhance critical thinking. Finally, results were discussed in the context of education in Iran and some suggestions were made.

  17. Critical Thinking, Transfer, and Student Satisfaction

    Directory of Open Access Journals (Sweden)

    Joanne R. Reid

    2013-04-01

    Full Text Available A pedagogical treatment was developed to teach critical thinking knowledge, skills, and strategies to college students. This treatment was implemented at a Midwestern University for a three-year period. Graduates were surveyed to determine the extent to which the treatment affected their personal, academic, and professional lives. Graduates reported that they had transferred the critical thinking knowledge, skills, and strategies they had acquired, and were using it in their personal, academic, or professional lives. The graduates also reported that this transfer was extremely beneficial to them in all aspects of their personal, academic, or professional lives, leading to high levels of satisfaction in their undergraduate education.

  18. Exploration of the Strategies of Cultivating Students' Critical Thinking Ability in Col ege English Education in the Network Environment--A Perspective of Task-based Teaching Method%网络环境下大学英语教学中批判性思维培养策略探索--基于任务型教学法的视角

    Institute of Scientific and Technical Information of China (English)

    王大智

    2014-01-01

    This article explores how to cultivate student's critical thinking ability in college English teaching process in the network envi-ronment with the help of task-based teaching method through examples. Meanwhile, it also analyzes the advantages of task-based teach-ing method in developing students' critical thinking ability and states some issues that need attention.%文章通过例证探讨了在网络环境下,基于任务型教学法的大学英语教学中如何进行批判性思维培养,分析了任务型教学在培养批判性思维方面的优势,并提出了在培养学生批判性思维时应注意的问题。

  19. Reflection and Critical Thinking of Humanistic Care in Medical Education

    Directory of Open Access Journals (Sweden)

    Shu-Jen Shiau

    2008-07-01

    Full Text Available The purpose of this paper is to stress the importance and learning issues of humanistic care in medical education. This article will elaborate on the following issues: (1 introduction; (2 reflection and critical thinking; (3 humanistic care; (4 core values and teaching strategies in medical education; and (5 learning of life cultivation. Focusing on a specific approach used in humanistic care, it does so for the purpose of allowing the health professional to understand and apply the concepts of humanistic value in their services.

  20. Teaching Critical Thinking in Undergraduate Science Courses

    Science.gov (United States)

    Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

    This paper reports on the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Novel paper and pencil problems were designed to foster the range of critical thinking abilities identified by Ennis (1991). Most of these critical thinking tasks relate to applications of chemistry and physics in everyday life. Some of the tasks were developed from information and/or ideas obtained from critical incident interviews with scientists in private and government organisations. The first year university students were required to attempt the tasks in co-operative groups and to interact in these groups in ways aimed at fostering the dispositions of Ennis' ideal critical thinker (Ennis 1996).The project was evaluated from discussions with groups of students, from comments of tutors who observed the students working in groups and from a questionnaire. Evidence obtained from these data indicated that many students considered their thinking skills were enhanced by their experience of attempting the tasks in small co-operative groups.

  1. 评判性思维及其在高校英语专业写作教学中的培养%Critical Thinking and its Cultivation in Writing Teaching of English Majors

    Institute of Scientific and Technical Information of China (English)

    贺美娜

    2015-01-01

    The term “critical thinking” has been widely mentioned in these years, which attracted attention from experts of psychology, pedagogy, and even philosophy. A clear definition about critical thinking is offered here which distinguishes it from other concepts about thinking. Besides, suggestions are offered in college English writing teaching.%近年来,“评判性思维”一词在学术界广泛被提及,引起了理学界,教育学乃至哲学等专业人士的关注。规整了评判性思维的定义,区分了其与其他有关思维的概念,并为如何在高校英语专业写作教学中培养学生的评判性思维提出了建议。

  2. 英语教学中合作学习的应用及批判性思维的培养研究%Cultivation of Application and Critical Thinking of Cooperative Learning in English Teaching

    Institute of Scientific and Technical Information of China (English)

    杨克浩

    2014-01-01

    针对英语课堂教学现状,将合作学习理论运用于具体的教学实践中,探讨了此教学模式的作用与实效;并分析了英语教学中缺乏批判性思维的原因及其培养必要性,对英语教学中批判性思维的培养路径进行了探索。%For English teaching situation, the cooperative learning theory to concrete teaching practice, explores the role and effectiveness of this teaching mode;analyzed the lack of English teaching critical thinking and the reasons for the need for training, the training path of critical thinking in English teaching are explored.

  3. The Critical Advantage: Developing Critical Thinking Skills in School

    Science.gov (United States)

    Gormley, William T., Jr.

    2017-01-01

    In "The Critical Advantage," noted scholar and early childhood expert William T. Gormley, Jr. takes a wide ranging look at the important role of critical thinking in preparing students for college, careers, and civic life. Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines,…

  4. Cultivation of medical students'critical thinking ability and teaching strategies%医学生批判性思维能力培养及教学策略研究

    Institute of Scientific and Technical Information of China (English)

    汤亚玲

    2015-01-01

    为了提高医学生批判性思维能力,采用问卷调查法对浙江中医药大学滨江学院120名医学生进行问卷调查,并针对调查中发现的医学生整体批判性思维能力不足与低下的现象,提出对医学生的教学策略和教学方法进行整体性的调整,提高医学生的自我调控与判断能力,更好地培育富有批判性思维能力的符合当今社会发展需求的高素质医学人才。%To enhance medical students'critical thinking ability,we conducted a questionnaire survey among 120 medical students of Binjiang College,Zhejiang Chinese Medical University.In view of the students'inadequate and poor critical thinking ability revealed by the survey,the paper proposes making overall adjustment of teaching strategies and methods for medical students and improving their abilities in self-regulation and judgment so as to produce high-quality medical talents with critical thinking ability who can meet the needs of contemporary social development.

  5. Enhancing Critical Thinking in a PBL Environment

    DEFF Research Database (Denmark)

    Guerra, Aida; Holgaard, Jette Egelund

    2016-01-01

    thinking in a PBL environment. The development of the model takes its point of departure from a conceptual model for critical thinking that is concretized in a PBL context by including theoretical as well as empirical perspectives. The empirical study was conducted at the Faculty of Engineering and Science......, Aalborg University (Denmark), which has more than 30 years of experience in educating engineers in a PBL environment. Based on the results, a model for critical thinking in aPBLenvironment is outlined emphasizing a problem-solving process grounded in open and real life problems as well as a self......-directed, collaborative and team-based learning environment. The model also includes recommendations to overcome challenges detected in the empirical study, especially those related to the scaffolding of group collaboration and the use of theory in a self-directed learning environment based on real life problems....

  6. An Analysis of the Cultivation of Critical Thinking Skills by Comparing the Writing Tests of Major Language Tests in China and America%从中美主要外语水平测试中的写作测试设置透析思辨能力培养

    Institute of Scientific and Technical Information of China (English)

    刘彩虹; 陶惟

    2016-01-01

    In recent years, the phenomenon that English major students lack critical thinking skills has been in the focus of schol-ars. The cultivation of critical thinking skills should be reflected in the language tests, so this paper employs qualitative method to analyze requirements for critical thinking skills in major American and Chinese language tests and finds that the language tests in China pay more attention to language use but less attention to critical thinking skills, but American language tests com-bine both. This research provides great implications for us that language tests should test students’language use as well as criti-cal thinking skills so as to exert positive washback effect on cultivating and improving students’critical thinking skills.%近年来,英语专业学生思辨缺席现象引起了学界的广泛关注。许多学者认为,学生思辨能力的培养需要融入教学与测试中,因此该文从中美外语水平测试中的作文题出发,利用质化研究方法对比分析中美写作能力测试对思辨能力的不同要求。结果发现我国的外语水平测试重语言轻思辨,而美国的外语水平测试如托福等则强调语言与思辨相结合。这一研究为培养外语学习者的思辨能力提供了重要启示——外语测试应该在考查学生语言水平的同时,考查学生的思辨能力,使语言水平测试发挥其对培养和提升学生的思辨能力教学的积极作用。

  7. 在跨文化比较中培养思辨能力--“中西文明比较”课堂教学案例分析%Cultivating Critical Thinking Skills in Cross-cultural Comparisons-A Case Study of the Teaching Experiment of the Course Western Civilization with Chinese Comparisons

    Institute of Scientific and Technical Information of China (English)

    伊蕊

    2014-01-01

    思辨能力和跨文化交际能力培养是目前高等院校英语专业教学改革的重要议题。本文认为,这两种能力相互关联,相互促进,可以通过课堂教学实现同步发展。本文以北京外国语大学英语学院开设的“中西文明比较”课程教学为案例,基于学生的教学反馈,从课程内容、材料选择、课程设计、课堂活动等几个方面,探讨该课程如何通过跨文化比较的方式在培养学生跨文化能力的同时有效提高学生的思辨能力,以期对英语专业知识课程的教学改革提供具有普遍意义的借鉴。%The cultivation of critical thinking and inter-cultural communication skills has now become a major goal in the recent English major teaching reforms in Chinese universities. Cultivating cross-cultural awareness through cultural comparison is an effective way to enhance students’ critical thinking skills. It has been successfully used in the course Western Civilization with Chinese Comparisons, opened in the School of English and International Studies in Beijing Foreign Studies University. Through some effective teaching cases and students’ questionnaires, this paper examines how critical thinking skills have been cultivated in this course through cultural comparison in the perspectives of the course contents, teaching materials, curriculum design and class activities in the teaching experiments.

  8. Improving Critical Thinking Skills in History

    Science.gov (United States)

    Savich, Carl

    2008-01-01

    The purpose of this action research project was to investigate approaches and techniques that would improve critical thinking skills in history classes at the secondary level. Students demonstrated apathy and boredom in history classes where the emphasis was on rote memorization and the regurgitation of accepted facts and conclusions. The problem…

  9. One Approach to Developing Critical Thinking Skills.

    Science.gov (United States)

    Cagle, Sheila M.

    1996-01-01

    Describes a way to help high school and college students improve their critical thinking skills. States that the assignment begins by reading a collection of essays, viewing of videos and slides, and then reacting and assessing materials covered in class. (PA)

  10. Concept Mapping: A Critical Thinking Technique

    Science.gov (United States)

    Harris, Charles M.; Zha, Shenghua

    2013-01-01

    Concept mapping, graphically depicting the structure of abstract concepts, is based on the observation that pictures and line drawings are often more easily comprehended than the words that represent an abstract concept. The efficacy of concept mapping for facilitating critical thinking was assessed in four sections of an introductory psychology…

  11. Collaborative Problem Solving Methods towards Critical Thinking

    Science.gov (United States)

    Yin, Khoo Yin; Abdullah, Abdul Ghani Kanesan; Alazidiyeen, Naser Jamil

    2011-01-01

    This research attempts to examine the collaborative problem solving methods towards critical thinking based on economy (AE) and non economy (TE) in the SPM level among students in the lower sixth form. The quasi experiment method that uses the modal of 3X2 factorial is applied. 294 lower sixth form students from ten schools are distributed…

  12. Enhancing Critical Thinking: Accounting Students' Perceptions

    Science.gov (United States)

    Wilkin, Carla L.

    2017-01-01

    Purpose: The purpose of this paper is to demonstrate how assessment design was used to enhance students' critical thinking in a subject concerned with business enterprise systems. The study shows positive results and favorable perceptions of the merit of the approach. Design/Methodology/Approach: A case study approach was used to examine how the…

  13. A critical thinking environment for crisis response

    NARCIS (Netherlands)

    Ven, J.G.M. van de; Neef, R.M.

    2006-01-01

    Building up a proper understanding of a large-scale incident is an important and difficult process. We envision a working environment for decision makers in crisis management situations that allows them to work with information in various ways. That will stimulate them to think critically in process

  14. Enhancing Critical Thinking: Accounting Students' Perceptions

    Science.gov (United States)

    Wilkin, Carla L.

    2017-01-01

    Purpose: The purpose of this paper is to demonstrate how assessment design was used to enhance students' critical thinking in a subject concerned with business enterprise systems. The study shows positive results and favorable perceptions of the merit of the approach. Design/Methodology/Approach: A case study approach was used to examine how the…

  15. Decreasing Plagiarism Using Critical Thinking Skills.

    Science.gov (United States)

    Hall, Ann W.

    A practicum project emphasizing critical thinking skills was undertaken in an eighth grade history class to make students aware of the nature and seriousness of plagiarism. The 10-week unit was preceded by a reading comprehension test and an essay assignment on a major Civil War battle. Plagiarized portions of the essays were highlighted and the…

  16. A Critical Thinking Activity for Communication Classrooms

    Science.gov (United States)

    Williams, Ann E.

    2017-01-01

    Courses: This semester long activity can be employed in any communication classroom and is designed particularly to provide first-time graduate student instructors (GSIs) with a theory-based assessment tool. As such, the article is appropriate for graduate-level pedagogy classes. Objective: To introduce a theory-based, critical thinking activity…

  17. Nursing Faculty Perceptions on Teaching Critical Thinking

    Science.gov (United States)

    Clark, Doris A.

    2010-01-01

    The perceptions of nursing faculty teaching critical thinking (CT) affective attributes and cognitive skills are described in this quantitative, descriptive study. The study sample consisted of nurse educators from the National League of Nursing database. The purpose of the study was to gain nursing faculty perception of which teaching strategies…

  18. Critical thinking: a two-phase framework.

    Science.gov (United States)

    Edwards, Sharon L

    2007-09-01

    This article provides a comprehensive review of how a two-phase framework can promote and engage nurses in the concepts of critical thinking. Nurse education is required to integrate critical thinking in their teaching strategies, as it is widely recognised as an important part of student nurses becoming analytical qualified practitioners. The two-phase framework can be incorporated in the classroom using enquiry-based scenarios or used to investigate situations that arise from practice, for reflection, analysis, theorising or to explore issues. This paper proposes a two-phase framework for incorporation in the classroom and practice to promote critical thinking. Phase 1 attempts to make it easier for nurses to organise and expound often complex and abstract ideas that arise when using critical thinking, identify more than one solution to the problem by using a variety of cues to facilitate action. Phase 2 encourages nurses to be accountable and responsible, to justify a decision, be creative and innovative in implementing change.

  19. Developing Critical Thinking Skills with the Newspaper.

    Science.gov (United States)

    Rowen, Anna

    1990-01-01

    Discusses the importance of newspapers in developing critical thinking skills. Presents activities from "Knowledge in Bloom," a resource guide sponsored by Newspapers in Education with learning activities keyed to Bloom's Taxonomy of Educational Objectives. Focuses on controversial issues, analyzing points of view, and using students as…

  20. Communication and Critical Thinking Skills

    Science.gov (United States)

    Simmons, Elizabeth H.

    2011-03-01

    This talk will discuss how faculty can help graduate students (and even postdocs) improve non-technical professional skills required for success in scientific careers. Examples to be covered will include a) planning and delivering high-quality presentations b) listening critically to others' presentations c) writing grant proposals, cover letters, and CV's d) reviewing manuscripts and responding to referee reports. The faculty member(s) involved must be prepared to project a welcoming attitude, to convey the importance of these skills, and to make a consistent investment of time.

  1. Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work

    Science.gov (United States)

    Mathias, John

    2015-01-01

    "Critical thinking" is frequently used to describe how social workers ought to reason. But how well has this concept helped us to develop a normative description of what it means to think like a social worker? This critical review mines the literature on critical thinking for insight into the kinds of thinking social work scholars…

  2. Can Student Nurse Critical Thinking Be Predicted from Perceptions of Structural Empowerment within the Undergraduate, Pre-Licensure Learning Environment?

    Science.gov (United States)

    Caswell-Moore, Shelley P.

    2013-01-01

    The purpose of this study was to test a model using Rosabeth Kanter's theory (1977; 1993) of structural empowerment to determine if this model can predict student nurses' level of critical thinking. Major goals of nursing education are to cultivate graduates who can think critically with a keen sense of clinical judgment, and who can perform…

  3. Factors associated with critical thinking abilities in psychotherapists.

    Science.gov (United States)

    Gaudiano, Brandon A; Brown, Lily A; Miller, Ivan W

    2011-01-01

    Critical thinking is assumed to be an important factor in the promotion of evidence-based treatment practices. However, little is known about attitudinal and other dispositional factors that may influence critical thinking in psychotherapists specifically. The aim of the current study was to identify factors associated with critical thinking abilities in psychotherapists. A total of 143 licensed psychotherapists completed an Internet-based survey that assessed their critical thinking ability. Hierarchical regression analyses indicated that critical thinking ability was associated with theoretical orientation, reliance on intuition in decision-making, and endorsement of erroneous beliefs about health. Implications for improving critical thinking skills in psychotherapists are discussed.

  4. Online course design for teaching critical thinking.

    Science.gov (United States)

    Schaber, Patricia; Shanedling, Janet

    2012-01-01

    Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

  5. Critical thinking in health care supervision.

    Science.gov (United States)

    McKenzie, L

    1992-06-01

    Henry Ford is reputed to have said that thinking is the hardest work there is, which is probably why so few people engage in it. Perhaps many people have felt this way sometimes, especially when they viewed the foibles of the human race displayed prominently on the evening television news. Some people do stupid things; some people seem to be mindless in what they do. This applies also to some in managerial and supervisory positions in health care organizations. The percentage of these thoughtless managers and supervisors is probably comparable to the percentage of the thoughtless people in the general population. Fortunately every normal functioning human being is capable of becoming a more critical thinker. Of course, no amount of effort is adequate to the development of critical thinking when a person lacks fundamental good sense. On the other hand, no amount of genius suffices when someone does not put forth adequate effort to become a more critical thinker.

  6. A Preliminary Exploration on the Cultivation of Post-graduates' Critical Thinking of Second Language:A Case Study on the Postgraduate English Class of Wuhan Uni-versity%研究生二语批判性思维能力培养初探--以武汉大学硕士英语课堂为例

    Institute of Scientific and Technical Information of China (English)

    曹志勇

    2014-01-01

    Critical thinking ability is one of the five basic skills of second language learners, as well as a relatively important think-ing skill language learners should master. Having undergone sev-eral reforms, college English teaching has gained rapid develop-ment, but the concern on students' critical thinking ability is un-satisfactory. Exemplified by the postgraduate English class of Wuhan University, this paper made a brief overview of the initial results of domestic and foreign research on critical thinking abili-ty, and referring to hierarchy of critical thinking ability, built a training model for critical thinking ability in college English teaching, which includes creating a classroom atmosphere, en-hancing self-learning ability, and reforming evaluation methods. By building the model, the writer hopes that English teaching can feasibly cultivate foreign language learners with both excellent language skills and thinking skills.%批判性思维能力是二语学习者的五项基本技能之一,也是语言学习者应该掌握的比较重要的思维能力。大学英语教学经历了数次改革之后获得了长足发展,但是诸多改革对学生批判性思维能力的关注不尽如人意。本文以武汉大学研究生英语课堂为例,简要概述了国内外关于批判性思维能力研究的阶段性成果,借鉴思维能力层级理论,构建了大学英语教学批判性思维能力的培养模式,该模式包括营造课堂气氛、提高自主学习能力、改革评价方式等。通过该模式的构建,笔者希望英语教学真正培养出语言技能和思维能力均优秀的外语学习者。

  7. Development and Motivation in/for Critical Thinking

    Science.gov (United States)

    Riggs, Larry W.; Hellyer-Riggs, Sandra

    2014-01-01

    An explicit link between the issues of development and critical thinking is provided by Elder and Paul (1996). In their stage theory of critical thinking, Elder and Paul argued that the first stage beyond unreflective thinking is that of the challenged thinker. The challenged thinker is one who has become aware of the actual role of thinking in…

  8. Explicitly Teaching Critical Thinking Skills in a History Course

    Science.gov (United States)

    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…

  9. 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.

  10. 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

  11. Current situation for cultivating reflective thinking in English reading instruction--The influence of teaching models

    Institute of Scientific and Technical Information of China (English)

    Meng Qinglan

    2013-01-01

    Reflective thinking plays an essential role in cultivating students’creative ability. It’s essential to cultivate this ability in the process of reading instruction,while the present traditional English teaching models hinder its development. This paper tries to analyze the current situation in cultivating students’reflective thinking in English reading instruction from the traditional teaching models,in the hope of refreshing the teachers’consciousness on their teaching methods.

  12. 合作问题模式下高职生批判性思维的培养%Application of Cooperative Inquiry Model in Cultivating Critical Thinking Competence of College Students

    Institute of Scientific and Technical Information of China (English)

    缪莉

    2015-01-01

    With the development of economy,the educational ties between china and the western countries has been deepe-ning.A growing number of Chinese graduates choose to continue their academic life at abroad.During the experience of the dif-ferent educational system,people raise the awareness of shortage of critical thinking among Chinese students which has been neglected for a longtime.The shortage of critical thinking and creative ability has already been the deficiency among the Chi-nese talents.This article gives an attempt to apply the cooperative inquiry learning model into the classroom practice.And then provide some suggestions to encourage students to use the critical thinking and find the solution to the problem with the coopera-tion in the classroom.%在中西方教育的对比中,西方人所强调的批判性思维的培养,在中国的课堂长期不受重视。学生缺乏批判性思维和创新能力已经成为中国学生显著的通病。文章基于合作问题模式的理论,研究如何将该理论运用于课堂实践中,改变学生被动学习的局面,并且以英语写作课为例提出了一些能够让学生通过合作提问的方式锻炼批判性思维,从而共同解决问题的建议。

  13. Contribution of Emotional Intelligence towards Graduate Students’ Critical Thinking Disposition

    Directory of Open Access Journals (Sweden)

    Fong-Luan Kang

    2015-10-01

    Full Text Available Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our sensitivity to and artful handling of our own and others’ emotions. Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Hence, a study involving 338 male and female graduate students from a public university was carried out. They rated the Emotional Intelligence Scale and Critical Thinking Disposition Scale. Findings suggested that emotional intelligence and critical thinking disposition were positively correlated (r=.609. Differences in terms of age, gender, and course of study also formed part of the analysis. Keywords: emotional intelligence, critical thinking disposition, graduate students

  14. "Where's the analysis?": university students’ understanding of critical thinking

    OpenAIRE

    Good, Alice; Sambhanthan, A.; Adda, Mo; Johnstone, J.

    2011-01-01

    Where there is an emphasis on critical thinking being an essential component learning at University level education, there needs to be a clear focus upon integrating the development of these skills within the curriculum. This paper looks at the importance of critical thinking in higher education and the difficulties that students have in applying critical thinking. Results from a short study show students' understanding of what critical thinking actually means.

  15. Critical Thinking in Higher Education: Unfulfilled Expectations

    Directory of Open Access Journals (Sweden)

    Mehrdad Rezaee

    2012-05-01

    Full Text Available Success in adult life and effective functioning in education depends among other things on critical thinking. The present study consisted of two parts. First, critical thinking (CT skill of a group of 68 students majoring in education in Islamic Azad University, Kermanshah Branch was evaluated. The participants, divided into two experimental and control groups, received California Critical Thinking Skills Test (CCTST which is a 34 item Multiple-Choice test. The students in the control group were freshmen and the experimental group, junior students. To the researchers’ dismay, junior education students did not perform significantly better than did the freshman students. Using a qualitative method of research, another study was conducted to see whether the university instructors in the education department who had the responsibility of teaching different courses to the same students were aware of the principles of CT. A semi-structured interview was conducted and eight volunteering faculty members in the department of education took part in the interview. Result revealed that, although these instructors highly valued CT and were aware of its tenets, there were some constraints which did provide a situation to let the students practice CT in their classrooms, and much had to be done to help instructors implement CT in their classrooms.

  16. Cultivation of Students' Critical Thinking Skills in High School Politics Classroom Teaching%谈高中政治课堂教学中学生思辨能力的培养

    Institute of Scientific and Technical Information of China (English)

    张胜宽

    2014-01-01

    High school political class teaching not only makes the students gain knowledge and ability to manage, and more importantly students of knowledge, especially students' critical thinking skills, that students understand the knowledge, in-ductive knowledge, analysis and application of knowledge to analyze the knowledge, the ability of the community to address the reality that students lifelong development. Therefore should focus on training and classroom instruction to improve stu-dents' critical thinking skills.%高中政治课堂教学不仅使学生获得知识,更重要的培养学生驾驭知识的能力,尤其是学生思辨能力,即学生理解知识、归纳知识、分析知识和运用知识分析、解决社会现实的能力,使学生获得终身发展。因而课堂教学应注重培养和提高学生的思辨能力。

  17. The Impact of Academic Freedom Policies on Critical Thinking Instruction

    Science.gov (United States)

    Fessel, Shirley

    2006-01-01

    Critical thinking enjoys almost universal support, except when applied to controversial topics. Yet it is these topics that are often the most effective initiators of critical thinking exercises that improve students' rational approaches to challenging problems. The use of controversial issues to promote critical thinking requires an institutional…

  18. Does College Teach Critical Thinking? A Meta-Analysis

    Science.gov (United States)

    Huber, Christopher R.; Kuncel, Nathan R.

    2016-01-01

    Educators view critical thinking as an essential skill, yet it remains unclear how effectively it is being taught in college. This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. The results suggest that both critical thinking skills and dispositions improve…

  19. Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment

    Science.gov (United States)

    Adair, Desmond; Jaeger, Martin

    2016-01-01

    Critical thinking extends to all aspects of professional engineering, especially in technical development, and, since the introduction of the ABET 2000 criteria, there has been an increased emphasis in engineering education on the development of critical thinking skills. What is hoped for is that the students obtain critical thinking skills to…

  20. Critical Thinking in a Higher Education Functional English Course

    Science.gov (United States)

    Khan, Shaista Irshad

    2017-01-01

    Critical thinking is seen as a highly desirable way of thinking that needs to be encouraged in all areas of higher education. However, it is not easy to conceptualise critical thinking in ways that can help in its development and in its assessment. Recent policy documents in Pakistan have laid emphasis on the development of critical thinking…

  1. Developing Critical Thinking through the Study of Paranormal Phenomena.

    Science.gov (United States)

    Wesp, Richard; Montgomery, Kathleen

    1998-01-01

    Argues that accounts of paranormal phenomena can serve as an ideal medium in which to encourage students to develop critical-thinking skills. Describes a cooperative-learning approach used to teach critical thinking in a course on paranormal events. Reports that critical-thinking skills increased and that the course received favorable student…

  2. Adapting the Critical Thinking Assessment Test for Palestinian Universities

    Science.gov (United States)

    Basha, Sami; Drane, Denise; Light, Gregory

    2016-01-01

    Critical thinking is a key learning outcome for Palestinian students. However, there are no validated critical thinking tests in Arabic. Suitability of the US developed Critical Thinking Assessment Test (CAT) for use in Palestine was assessed. The test was piloted with university students in English (n = 30) and 4 questions were piloted in Arabic…

  3. Historical Consciousness and Critical Thinking: Reflections on an Indigenous Movement.

    Science.gov (United States)

    Rockwell, Elsie

    1999-01-01

    Approaches critical thinking as a socially constructed orientation embedded in collective histories, asking how social conditions and cultural representations may foster critical thinking. Examines the work of Vygotsky and Gramsci, suggesting that concepts forged in literate or academic traditions are the basis for critical thinkings. Also…

  4. Critical Thinking in the EFL Context of Iran

    Directory of Open Access Journals (Sweden)

    Mansoor Fahim

    2014-07-01

    Full Text Available Critical thinking defined as the ability to think about your own thinking with a more analytical perspective, has long been an important side of education history. Recently there has been much attention devoted to this concept, particularly in the domain of language education. The present study is a review of the literature and previous studies done on the issue of critical thinking. In the first section an introduction to the study is presented. In the next section, the definitions of the notion of critical thinking from different scholars are put forth. In the third part, we discussed the features and characteristics of a real critical thinker. In the fourth part, the idea of teachability of critical thinking is discussed. It is tried to present some strategies which can enhance critical thinking in students. Keywords: critical thinking, attributes, education

  5. Assessment of critical thinking: a Delphi study.

    Science.gov (United States)

    Paul, Sheila A

    2014-11-01

    Nurse educators are responsible for preparing nurses who critically analyze patient information and provide meaningful interventions in today's complex health care system. By using the Delphi research method, this study, utilized the specialized and experiential knowledge of Certified Nurse Educators. This original Delphi research study asked Certified Nurse Educators how to assess the critical-thinking ability of nursing students in the clinical setting. The results showed that nurse educators need time, during the clinical experience, to accurately assess each individual nursing student. This study demonstrated the need for extended student clinical time, and a variety of clinical learning assessment tools.

  6. 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.

  7. The Relationships of Critical Thinking Skills, Critical Thinking Dispositions, and College Experiences of Theological Students in Indonesia

    Science.gov (United States)

    Soeherman, Sylvia

    2010-01-01

    The purposes of this study were to assess the critical thinking skills of theological students in Indonesia and to explore the relationships between these students' critical thinking skills and their demographic profiles, critical thinking dispositions, and college experiences. All third-year students who pursued either the Sarjana Theologi (a…

  8. Does mindfulness enhance critical thinking? Evidence for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking

    Directory of Open Access Journals (Sweden)

    Chris eNoone

    2016-01-01

    Full Text Available Mindfulness originated in the Buddhist tradition as a way of cultivating clarity of thought. Despite the fact that this behaviour is best captured using critical thinking assessments, no studies have examined the effects of mindfulness on critical thinking or the mechanisms underlying any such possible relationship. Even so, mindfulness has been suggested as being beneficial for critical thinking in higher education. Critical thinking is recognised as an important higher-order cognitive process which involves the ability to analyse and evaluate evidence and arguments. Such non-automatic, reflective responses generally require the engagement of executive functioning which includes updating, inhibition and shifting of representations in working memory. Based on research showing that mindfulness enhances aspects of executive functioning and certain higher-order cognitive processes, we hypothesised that individuals higher in facets of dispositional mindfulness would demonstrate greater critical thinking performance, and that this relationship would be mediated by executive functioning. Cross-sectional assessment of these constructs in a sample of 178 university students was achieved using the observing and non-reactivity sub-scales of the Five Factor Mindfulness Questionnaire, a battery of executive functioning tasks and the Halpern Critical Thinking Assessment. Our hypotheses were tested by constructing a multiple meditation model which was analysed using Structural Equation Modelling. Evidence was found for inhibition mediating the relationships between both observing and non-reactivity and critical thinking in different ways. Indirect-only (or full mediation was demonstrated for the relationship between observing, inhibition and critical thinking. Competitive mediation was demonstrated for the relationship between non-reactivity, inhibition and critical thinking. This suggests additional mediators of the relationship between non-reactivity and

  9. Enhancing Critical Thinking in Economics Using Team-Based Learning

    OpenAIRE

    Espey, Molly

    2012-01-01

    While critical thinking may be difficult to define, development of critical thinking skills is a principle goal of education, particularly higher education. It is vital that college graduates can question assumptions, synthesize information, evaluate evidence, draw inferences, and make reasoned arguments. Critical thinking skills do not improve without practice; effective teaching methods engage students with course material and each other, challenging them to think through issues and problem...

  10. Critical Thinking and the Standards of Nursing Education

    OpenAIRE

    Yang Heui Ahn

    2004-01-01

    Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because ...

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

    Science.gov (United States)

    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.

  12. Developing Critical Thinking Skills for Information Seeking Success

    Science.gov (United States)

    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…

  13. Developing Critical Thinking Skills for Information Seeking Success

    Science.gov (United States)

    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…

  14. The Scientific Method - Critical and Creative Thinking

    Science.gov (United States)

    Cotton, John; Scarlise, Randall

    2011-10-01

    The ``scientific method'' is not just for scientists! Combined with critical thinking, the scientific method can enable students to distinguish credible sources of information from nonsense and become intelligent consumers of information. Professors John Cotton and Randall Scalise illustrate these principles using a series of examples and demonstrations that is enlightening, educational, and entertaining. This lecture/demonstration features highlights from their course (whose unofficial title is ``debunking pseudoscience'' ) which enables students to detect pseudoscience in its many guises: paranormal phenomena, free-energy devices, alternative medicine, and many others.

  15. 如何在英语教学中培养学生的思辨能力%How to cultivate students' thinking ability in English teaching

    Institute of Scientific and Technical Information of China (English)

    刘隽

    2012-01-01

      本文提出对学生思辨能力的培养在英语教学中的重要性并重点探讨在英语教学中应如何培养学生批判性思维的能力%  This paper proposes the importance of the students' critical thinking ability in English teaching and discusses how to cultivate students' critical thinking ability in English teaching.

  16. Designing Lesson Plan Based on Critical Thinking for Language Classes

    Directory of Open Access Journals (Sweden)

    Norwanto Norwanto

    2016-07-01

    Full Text Available Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for critical thinking teaching includes five steps: (1 determining learning objectives, (2 teaching through questioning, (3 practicing before assessing, (4 reviewing, refining, and improving, and (5 providing feedback and assessment of learning. A lesson plan should reflect these five steps.

  17. Teaching Critical Thinking through Art History in High School.

    Science.gov (United States)

    Garoian, Charles R.

    1988-01-01

    Explains how the study of art history encourages the development of critical thinking in adolescents by comparing Bloom's Taxonomy of Educational Objectives with Feldman's stages of art criticism. Offers curriculum-based recommendations for using art history and criticism to encourage critical thinking. (LS)

  18. 如何培养本科翻译专业学生的批判性思维--以两堂汉译英翻译赏析课为例%How to Cultivate Critical Thinking Ability of Undergraduates Majoring in Translation and Interpreting-A Case Study of Two Sessions of Translation Courses

    Institute of Scientific and Technical Information of China (English)

    招晓杏

    2015-01-01

    In recent years, many experts who are teaching English think that students majoring in English lack the ability of criti⁃cal thinking. In the course of translation teaching for undergraduates, the author finds that it is especially true of students who just begin to learn translation. They are prone to believing in the authority of online translation versions and will not easily doubt what the English-speaking teachers and their translation teachers say. In a word, when they are doing translation, they lack critical thinking ability. This article tries to demonstrate how to cultivate students,critical thinking ability with a case study and data-driv⁃en learning in two sessions of translation courses.%近年来,不少外语界专家认为外语专业的学生缺乏批判性思维。在本科笔译教学中,笔者发现刚接触翻译的学生尤其如此。他们容易相信网上的译文,把外教和教师的话当做权威,做翻译的过程中缺乏批判性思维。因此,该文中探讨两节汉英翻译赏析课中如何采用案例教学和数据驱动方法帮助学生培养批判性思维。

  19. Teaching Critical Thinking and Civic Thinking in a First-Year College Course

    Science.gov (United States)

    Stearns, Donald E.; Houlihan, Adam J.; Corbo, Christopher P.; Mosher, Roy H.

    2017-01-01

    Two professors co-taught critical and civic thinking in the same first-semester course for four years. For the first year, they used computerized argument mapping and critical-thinking-for-civic-thinking (CT)[superscript 2] exercises based on open-ended scenarios framed within a civic context. The instructors assessed student skill levels using…

  20. The Relationship between Critical Thinking Disposition and Self-Esteem

    Directory of Open Access Journals (Sweden)

    Shirin Iranfar

    2013-12-01

    Full Text Available Introduction: Critical Thinking Disposition indicates individual’s inclination to Critical Thinking, which is one of the domains of personality. Individual characteristics are important and influential factors in the growth and development of students’ Critical Thinking. One of these influential characteristics might be self-esteem, thus this study was to determine the correlation between Critical Thinking Disposition and self-esteem in medical students. Methods: In an analytical cross-sectional study, 289 medical students were selected through stratified random sampling method in Kermanshah University of Medical Sciences in 2011. The instrument for data collection was a questionnaire containing 3 parts: demographic data, California Critical Thinking Disposition Inventory, and Cooper-Smith Self-Esteem Inventory. The results were analyzed by SPSS-16 using descriptive statistics, Pearson and Spearman Correlation Coefficient, ANOVA, Chi-Square and Fisher exact test. Results: Results showed that 98.6% (285 of students had deficiency, 1.4% (4 ambivalence and nobody had positive critical thinking disposition. There was a significantly negative correlation between Critical Thinking Disposition and self-esteem (r=-0.462, P<0.001. Also, there was no a significant relationship between two groups of low self-esteem , high self-esteem , negative and ambivalent Critical Thinking Disposition. Conclusion: It seems that Critical Thinking Disposition, like other psychological variables, is influenced by social factors and social environment plays a role in promoting or undermining it. So, similar studies are recommended to investigate the factors affecting Critical Thinking in medical students.

  1. A systematic review of critical thinking in nursing education.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-03-01

    This review aimed to explore how critical thinking is perceived in previous studies of nursing education, and analyse the obstacles and strategies in teaching and learning critical thinking mentioned in these studies. Systematic review. This review was based on the following five databases: The British Nursing Index, Ovid Medline, CINAHL, PsycINFO and Scopus. After the screening process and evaluation through using the Critical Appraisal Skills Programme tool, 17 studies were identified that met the inclusion and quality criteria. The studies were read through several times and analysed through thematic synthesis. A total of three themes were developed. The first theme, components for critical thinkers, suggests the abilities and attitudes that critical thinkers should have. The other two themes, influential factors of critical thinking in nursing education, and strategies to promote critical thinking, describe the obstacles and strategies in teaching and learning critical thinking. The 17 studies illustrated that the definition and concept of critical thinking may change from time to time, and hence there is a need to clarify educators' perspective towards critical thinking. There is also a need to evaluate the efficacy of the new strategies mentioned in several selected studies, such as art-based, questioning, cross-cultural nursing experience, and preceptorship. With a better understanding of critical thinking in nursing education, educators and nursing faculty are able to develop better strategies in enhancing critical thinking development in nursing students, in turn preparing them for future clinical practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. Cultivating Design Thinking in Students through Material Inquiry

    Science.gov (United States)

    Renard, Helene

    2014-01-01

    Design thinking is a way of understanding and engaging with the world that has received much attention in academic and business circles in recent years. This article examines a hands-on learning model as a vehicle for developing design thinking capacity in students. An overview of design thinking grounds the discussion of the material-based…

  3. Application of Evidence-based Nursing Teaching in Clinical Nursing Teaching to Cultivate Nursing Students' Critical Thinking%在临床护理带教中应用循证护理带教对护生评判性思维的培养效果

    Institute of Scientific and Technical Information of China (English)

    刘玲只

    2016-01-01

    ObjectiveTo analyze the effect of application of evidence-based nursing education for cultivation of nursing students' critical thinking in the clinical nursing teaching process.Methods From April 2015 to 2016, 224 interns in our hospital were selected, control group was treated with routine teaching mode, observation group received evidence-based nursing teaching pattern.Results The critical thinking ability evaluation score and each dimension scores of nursing students in observation group were significantly higher than those of nursing students in control group (P<0.05).Conclusion Using evidence-based nursing education can effectively improve the critical thinking ability of nursing students, the teaching method is suitable in clinical with taught history in a wide range of applications.%目的:分析在临床护理带教过程中应用循证护理带教对于护生评判性思维的培养效果。方法选取2015年4月~2016年4月在我院实习的护士224名,对照组采用常规带教模式,观察组采用循证护理带教模式。结果观察组护生在判断性思维能力评估总分及各个维度方面分数均高于对照组护生,P<0.05。结论采用循证护理带教能够有效提高护生的评判性思维能力,该带教方法适宜在临床带教过程中广泛应用。

  4. Reflection: A Key Component to Thinking Critically

    Directory of Open Access Journals (Sweden)

    Carol M. Lerch

    2012-09-01

    Full Text Available The ability to think critically is an important trait of all members of society. With today’s multinational, multicultural, complex issues, citizens must be able to sift through large amounts of various data to make intelligent decisions. Thinking critically must be a focus of higher education in order to provide the intellectual training for its students to participate in this world. This qualitative study examined critical reflection through student writing as seen in three different college settings. Structured reflections were analyzed using Marzano’s New Taxonomy of Educational Objectives (2001.La capacité d’exercer son esprit critique est une caractéristique importante de tous les membres de la société. De nos jours, les enjeux sont multinationaux, multiculturels et complexes. Les citoyens doivent être capables de filtrer de grandes quantités de données diverses pour prendre des décisions intelligentes. L’enseignement supérieur doit être axé sur la pensée critique afin de procurer aux étudiants la formation intellectuelle qui leur permettra de participer au monde qui les entoure. La présente étude qualitative se penche sur la réflexion critique dans les écrits des étudiants de trois différents collèges. Les chercheurs ont analysé les réflexions structurées à l’aide de la nouvelle taxonomie des objectifs pédagogiques de Marzano (2001.

  5. A consensus statement on critical thinking in nursing.

    Science.gov (United States)

    Scheffer, B K; Rubenfeld, M G

    2000-11-01

    The purpose of this study was to define critical thinking in nursing. A Delphi technique with 5 rounds of input was used to achieve this purpose. An international panel of expert nurses from nine countries: Brazil, Canada, England, Iceland, Japan, Korea, Netherlands, Thailand, and 23 states in the U.S. participated in this study between 1995 and 1998. A consensus definition (statement) of critical thinking in nursing was achieved. The panel also identified and defined 10 habits of the mind (affective components) and 7 skills (cognitive components) of critical thinking in nursing. The habits of the mind of critical thinking in nursing included: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection. Skills of critical thinking in nursing included: analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting and transforming knowledge. These findings can be used by practitioners, educators and researchers to advance understanding of the essential role of critical thinking in nursing.

  6. On the Construction of a Formative Assessment System for College English Writing Based on the Cultivation of Critical Thinking Ability%基于思辨能力培养的大学英语写作 形成性评估体系构建

    Institute of Scientific and Technical Information of China (English)

    宗艳红

    2016-01-01

    College English Writing provides an important platform for the cultivation of students' critical thinking ability. The paper explores the construction of Formative Assessment System for College English Writing on the basis of teaching practice and for-mative assessment theory. This system contributes to the cultiva-tion of students' critical thinking through enabling students to ac-tively engage in setting assessment goals and standards, collecting evidence of learning and self-assessment and peer assessment.%大学英语写作是思辨能力培养的重要平台.作者结合英语教学实践,以学生思辨能力培养为目标,以形成性评估为理论依托,探讨了以确定目标、开展任务、评价反馈、修改总结为四个主要环节的评估体系的构建.此体系将学生变为评估的主体,学生通过参与评估过程,制定学习目标,在自我监控和反思中提高元思辨能力;通过自评和互评,提高分析、综合、推理、评价等认知能力,并在评价过程中形成自信开放的批判性情感态度.

  7. Making the link between critical appraisal, thinking and analysis.

    Science.gov (United States)

    Whiffin, Charlotte Jane; Hasselder, Alison

    Nursing has become an all-graduate profession; as such, student nurses must develop their skills of critical analysis. The need to develop critical analytical thinking has been identified as the single most important skill in undergraduate education and reaching the academic requirements of level six study. In degree-level healthcare programmes, students are frequently asked to complete a structured critical appraisal of research. This paper examines how critical appraisal activities can be an opportunity for students to develop transferable critical thinking skills. Critical appraisal teaches objectivity, reflection, logic and discipline, which encourage students to think critically in both theory and practice.

  8. Critical Thinking and Online Supplemental Instruction: A Case Study

    Science.gov (United States)

    Shaw, Cassandra S.; Holmes, Karen E.

    2014-01-01

    A wealth of research is available regarding supplemental instruction; however, a dearth exists regarding online supplemental instruction and critical thinking. This case study explored what was assumed to be known of critical thinking and investigated the extent to which critical thought was promoted within a university's online supplemental…

  9. Explicitly Teaching Critical Thinking Skills in a History Course

    Science.gov (United States)

    McLaughlin, Anne Collins; McGill, Alicia Ebbitt

    2017-03-01

    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 to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.

  10. 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...

  11. Teaching strategies to promote critical thinking skills in nursing staff.

    Science.gov (United States)

    Dobrzykowski, T M

    1994-01-01

    The promotion of critical thinking skills necessary for safe, effective, state-of-the-art nursing care is discussed in this article. Definitions of critical thinking and inductive and deductive reasoning are explored. Benner's (1986) research, based on Dreyfus and Dreyfus' (1980) model of skill acquisition, provides a basis for the various strategies mentioned to teach critical thinking. Implementation and evaluation of these strategies are addressed.

  12. 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...

  13. Learners' Critical Thinking Processes when using Virtual Patient Cases.

    Science.gov (United States)

    Burrows, Andrea M; Norman, Wendy V; Currie, Leanne M

    2012-01-01

    Virtual patients (VP) are interactive computer simulations used in health education to increase student exposure to a variety of clinical cases and to develop critical thinking skills. Interdisciplinary student teams developed five VP cases focused on providing education in family planning. The cases pose questions that are complex and ill-defined to promote critical thinking. In Fall 2011-Spring 2012 we will conduct a laboratory study to examine whether complexity of virtual patient case impacts learners' critical thinking.

  14. Unbinding critics: psychoanalysis and aesthetic thinking

    Directory of Open Access Journals (Sweden)

    Gustavo Henrique Dionisio

    2013-07-01

    Full Text Available This paper intends to discuss the relationship between psychoanalysis and aesthetic thinking under the prism of the “unbinding” theory – earlier conceived by the psychoanalyst Andre Green –, linking it to some theories proposed by Hal Foster, art historian and art critic, where we can find the lacanian “real” as the linking concept. One could say, in this linkage made here, that both authors are dealing, in a very particular way, with a question that refers to the theory of the real (as it was conceived by Jacques Lacan, even in the case of Green it is not referred directly; Green’s theory, however, seems to discuss some kind of a regredience that could be linked to the death drive. Accessing the psychoanalytical dispositive, and using it as it is appropriated to the (art object to be interpreted, Foster, for example, advances in both the field of aesthetic reflection and in the more specific field of psychoanalysis. It should be noted that Foster’s reflection refers strictly to the post-pop images, observed mainly in the 1990’s photography. Thus, I think that this intersection between aesthetics and psychoanalysis might allow us to shed some light on a new art reading possibility towards a “non-applied” psychoanalytical paradigm, which, in my opinion, seems to be an appropriate way to understand some of the contemporary art production.

  15. Critical Thinking I:Seeking Conceptual Clarity

    Institute of Scientific and Technical Information of China (English)

    ZHAN Lin; LEE Shirleatha; FLEMING Belinda

    2014-01-01

    Critical Thinking”在20世纪90年代初引入中国护理界,被译为“评判性思维(批判性思维)”,相关护理研究多着眼于其字面含义的“评判”“批判”,然而“Critical Thinking”是指“以解决问题为目的导向,基于对问题的认知,训练有素且公正地收集、评估和分析相关信息,不断质疑、反思和评判,进而应用逻辑推理和归纳的方法,做出最佳决策的综合性思维模式”,故“评判”“批判”仅仅是“Critical Thinking”的一部分,这也就导致了部分护理工作者对“Critical Thinking”概念的局限性理解和学术上的误导。为厘清“Critical Thinking”的概念,本刊名誉主编美国护理科学院院士、孟菲斯大学鲁文贝格护理学院院长、终身教授、护理学博士詹林教授,以及鲁文贝格护理学院Lee Shirleatha教授和Fleming Belinda教授共同撰写3篇专题稿件,本期刊登第1篇《Critical Thinking I:Seeking Conceptual Clarity》,从哲学、心理学、教育学和护理学角度阐释“Critical Thinking”的定义、特征及构成要素,并介绍“Critical Thinking”在护理临床实践和护理教育领域的引申含义,旨在引发护理同仁针对“Critical Thinking”的思考与讨论,欢迎广大读者就该主题撰稿探讨。投稿方式为登录护理学报网站www.hlxb.com.cn在线投稿,文题后加括号注明“讨论”二字。

  16. Teaching in the Zone: Formative Assessments for Critical Thinking

    Science.gov (United States)

    Maniotes, Leslie K.

    2010-01-01

    This article discusses how a school librarian can help students improve their critical thinking and strengthen their higher order thinking skills through the inquiry process. First, it will use a Guided Inquiry approach to examine how higher order thinking skills are taught within an inquiry paradigm. Next, it will consider how formative…

  17. Teaching in the Zone: Formative Assessments for Critical Thinking

    Science.gov (United States)

    Maniotes, Leslie K.

    2010-01-01

    This article discusses how a school librarian can help students improve their critical thinking and strengthen their higher order thinking skills through the inquiry process. First, it will use a Guided Inquiry approach to examine how higher order thinking skills are taught within an inquiry paradigm. Next, it will consider how formative…

  18. Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

    Science.gov (United States)

    Sanchez, Bernice; Lewis, Katie D.

    2014-01-01

    Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

  19. Hybrid Tasks: Promoting Statistical Thinking and Critical Thinking through the Same Mathematical Activities

    Science.gov (United States)

    Aizikovitsh-Udi, Einav; Clarke, David; Kuntze, Sebastian

    2014-01-01

    Even though statistical thinking and critical thinking appear to have strong links from a theoretical point of view, empirical research into the intersections and potential interrelatedness of these aspects of competence is scarce. Our research suggests that thinking skills in both areas may be interdependent. Given this interconnection, it should…

  20. The Impact of Academic Freedom Policies on Critical Thinking Instruction

    Directory of Open Access Journals (Sweden)

    Shirley Fessel

    2006-01-01

    Full Text Available Critical thinking enjoys almost universal support, except when applied to controversial topics. Yet it is these topics that are often the most effective initiators of critical thinking exercises that improve students’ rational approaches to challenging problems. The use of controversial issues to promote critical thinking requires an institutional commitment to academic freedom in order to survive. In some institutional contexts, the most crucial need for critical thinking is the very condition under which it is least likely to be applied. Instead, avoidance of controversy seems to be the predominant policy of institutions fearful of expensive lawsuits or damaging public relations. Several trends are decreasing the likelihood that critical thinking is applied in the classroom to challenging topics: demands for increased accountability from legislatures; scrutiny of adopted content standards; oversight of Internet and other intellectual work of professors affiliated with the universities; student challenges to faculty instruction; and attempts to curtail ideological diversity. This paper describes these current dynamics which erode academic freedom and thus the ability to apply critical thinking to controversial topics. The paper also recommends that institutions and faculty adopt clearly delineated policies related to academic freedom in order to ensure faculty freedom to promote critical thinking. Awareness of how these trends impact the instructional climate enables teachers to design instruction and be more proactive in guaranteeing that critical thinking about controversial topics is able to flourish under academic freedom.

  1. Connecting Creativity and Critical Thinking to the Campaign Planning Process

    Science.gov (United States)

    Matthews, Marsha Little

    2011-01-01

    Creativity is the central source of meaning for humans and is inseparable from critical thinking. Creativity and critical thinking are required in the fields of communication, public relations, and advertising. Most college students know the "rules" of the "game" of schooling, but for the majority, creativity has been all but extinguished by the…

  2. Assessment of Critical Thinking Ability in Medical Students

    Science.gov (United States)

    Macpherson, Karen; Owen, Cathy

    2010-01-01

    In this study conducted with 80 first-year students in a graduate medical course at the Australian National University, Canberra, students' critical thinking skills were assessed using the Watson-Glaser Critical Thinking Appraisal (Forms A and B) in a test-retest design. Results suggested that overall subjects retained consistent patterns of…

  3. Critical-Thinking Types among Nursing and Management Undergraduates.

    Science.gov (United States)

    Thorpe, Karran; Loo, Robert

    2003-01-01

    The short form of the Watson-Glaser Critical Thinking Appraisal was completed by 233 nursing and 131 management students, yielding four clusters of critical thinking types. Discriminant analysis using cluster membership and subtest scores showed 96% were correctly classified. (Contains 40 references) (SK)

  4. Development of a Rubric to Improve Critical Thinking

    Science.gov (United States)

    Hildenbrand, Kasee J.; Schultz, Judy A.

    2012-01-01

    Context: Health care professionals, including athletic trainers are confronted daily with multiple complex problems that require critical thinking. Objective: This research attempts to develop a reliable process to assess students' critical thinking in a variety of athletic training and kinesiology courses. Design: Our first step was to create a…

  5. Connecting Creativity and Critical Thinking to the Campaign Planning Process

    Science.gov (United States)

    Matthews, Marsha Little

    2011-01-01

    Creativity is the central source of meaning for humans and is inseparable from critical thinking. Creativity and critical thinking are required in the fields of communication, public relations, and advertising. Most college students know the "rules" of the "game" of schooling, but for the majority, creativity has been all but extinguished by the…

  6. 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…

  7. Critical Thinking Skills and Meaning in English Language Teaching

    Science.gov (United States)

    Masduqi, Harits

    2011-01-01

    Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students' English competence. Students' critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities…

  8. Critical Thinking Skills of United States Dental Hygiene Students

    Science.gov (United States)

    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…

  9. Development of Critical Spatial Thinking through GIS Learning

    Science.gov (United States)

    Kim, Minsung; Bednarz, Robert

    2013-01-01

    This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large…

  10. Critical Thinking Skills of United States Dental Hygiene Students

    Science.gov (United States)

    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…

  11. Critical Thinking and EFL Learners' Performance on Different Writing Modes

    Science.gov (United States)

    Golpour, Farhad

    2014-01-01

    The essential function of critical thinking in education is obvious by many studies done in this field. The main purpose of this article is to find the relationship between critical thinking levels of Iranian EFL learners and their performance on different modes of writing. The sample of the study selected among those who studying English at the…

  12. The Lobster Tale: An Exercise in Critical Thinking

    Science.gov (United States)

    Stepanovich, Paul L.

    2009-01-01

    Professors in management and business are encouraged to incorporate critical thinking as an objective in their courses. "The Lobster Tale" provides an opportunity to engage students in various levels of critical thinking, ranging from a relatively superficial reading to an examination of the deeper, often hidden issues. Using the foundations of…

  13. Using the Social Studies Textbook to Teach Critical Thinking.

    Science.gov (United States)

    Wright, Ian

    1996-01-01

    Considers the ubiquitous use of textbooks in social studies classrooms and recommends constructing critical-thinking exercises revealing textual bias. Suggested exercises concern issues of emotional or ambiguous language, geographic and cultural inclusion/exclusion, and accuracy of data. Includes several examples of critical-thinking activities.…

  14. Critical Thinking in Social Work Education: A Research Synthesis

    Science.gov (United States)

    Samson, Patricia L.

    2016-01-01

    In a meta-analytic review of critical thinking in social work education, findings revealed variability in research designs, methods, and subsequent findings. The 10 studies reviewed assessed different components of critical thinking and highlighted different potential moderator variables. Although there are significant limitations to all the…

  15. Investigating Academic Achievements and Critical Thinking Dispositions of Teacher Candidates

    Science.gov (United States)

    Karagöl, Ibrahim; Bekmezci, Sinan

    2015-01-01

    The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the…

  16. Identifying Critical Thinking Styles to Enhance Volunteer Development

    Science.gov (United States)

    Gay, Keegan D.; Terry, Bryan; Lamm, Alexa J.

    2015-01-01

    Diversity in learning options can increase efficacy of volunteer development systems. The University of Florida Critical Thinking Inventory (UFCTI) is designed to explicate an individual's critical thinking style based upon a continuum from Seeking Information to Engagement. Static and interpretive materials are best used with individuals of a…

  17. Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

    Science.gov (United States)

    Han, Heejeong Sophia; Brown, E. Todd

    2013-01-01

    This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

  18. Critical Thinking Dispositions of Pre-Service Teachers

    Science.gov (United States)

    Bakir, Selda

    2015-01-01

    This study investigated the critical thinking dispositions of pre-service teachers in terms of various variables. The study included 1106 participants and used the survey model and the Turkish version (CCTDI-T) of the California Critical Thinking Disposition Inventory (CCTDI). The reliability of the scale for this study was found to be 0.82. The…

  19. Critical Thinking in Wikibook Creation with Enhanced and Minimal Scaffolds

    Science.gov (United States)

    Kim, Nari

    2015-01-01

    The purpose of the study was to investigate how to scaffold students' critical thinking skills in the process of co-writing and co-reflection of wikibooks in formal learning contexts. To observe critical thinking skills in wiki collaborations under different levels of instructional guidance, two graduate wikibook projects were selected: an…

  20. Program Development for Primary School Teachers' Critical Thinking

    Science.gov (United States)

    Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

    2017-01-01

    The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

  1. Strategies for Teaching Critical Thinking. ERIC/AE Digest.

    Science.gov (United States)

    Potts, Bonnie

    Critical thinking skills figure prominently among the goals for education proposed by educational researchers, parents, and employers. This digest discusses the skills related to critical thinking and three specific strategies for teaching these skills. The first, Building Categories, is an inductive reasoning tool that helps students categorize…

  2. Transactional Space: Feedback, Critical Thinking, and Learning Dance Technique

    Science.gov (United States)

    Akinleye, Adesola; Payne, Rose

    2016-01-01

    This article explores attitudes about feedback and critical thinking in dance technique classes. The authors discuss an expansion of their teaching practices to include feedback as bidirectional (transactional) and a part of developing critical thinking skills in student dancers. The article was written after the authors undertook research…

  3. Promoting Critical Thinking through an Interdisciplinary Study Abroad Program

    Science.gov (United States)

    Cai, WeiWei; Sankaran, Gopal

    2015-01-01

    This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course,…

  4. The Effect of Information Literacy on Teachers' Critical Thinking Disposition

    Science.gov (United States)

    Saglam, Aycan Çiçek; Çankaya, Ibrahim; Üçer, Hakan; Çetin, Muhammet

    2017-01-01

    The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information…

  5. The Role of Metacognitive Skills in Developing Critical Thinking

    Science.gov (United States)

    Magno, Carlo

    2010-01-01

    The study investigated the influence of metacognition on critical thinking skills. It is hypothesized in the study that critical thinking occurs when individuals use their underlying metacognitive skills and strategies that increase the probability of a desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and Dennison…

  6. Critical Thinking, Parenting, and the Dance of Adolescence.

    Science.gov (United States)

    Sargant, Hope

    2002-01-01

    A parent of a gifted preteen discusses how parents can promote critical thinking in their gifted adolescents. Parents are urged to focus three levels of cognition where critical thinking is believed to take place: analysis, synthesis, and evaluation. Examples of positive interactions and questioning techniques are provided. (Contains 1 reference.)…

  7. Evaluation of Critical Thinking in Higher Education in Oman

    Science.gov (United States)

    Kumar.R, Renjith; James, Rajani

    2015-01-01

    The study aims to identify the critical level thinking of students in higher education. It is focused to evaluate the level of critical thinking variables among the students in Nizwa College of Technology and to determine whether these variables are influenced by gender and department. The data for the research is collected from 281 diploma…

  8. Online Scenarios in FCS College Courses: Enhancing Critical Thinking Skills

    Science.gov (United States)

    Martin, Lynda; Thompson, Stacy D.; Richards, Lynne

    2008-01-01

    Critical thinking is a vital skill for higher education students. The Virtual Exchange was created by the authors to provide instructors with a unique approach to helping students enhance their critical thinking skills. Pilot data were collected from three universities where instructors used Virtual Exchange scenarios in their courses in different…

  9. Scaffolding Critical Thinking in the Zone of Proximal Development

    Science.gov (United States)

    Wass, Rob; Harland, Tony; Mercer, Alison

    2011-01-01

    This paper explores student experiences of learning to think critically. Twenty-six zoology undergraduates took part in the study for three years of their degree at the University of Otago, New Zealand. Vygotsky's developmental model of the Zone of Proximal Development (ZPD) provided a framework as we examined how critical thinking was developed.…

  10. Action Research: The Development of Critical Thinking Skills

    Science.gov (United States)

    LaPoint-O'Brien, Tammy

    2013-01-01

    Critical thinking is the focal point missed in many students' educations. Students are taught memorization with little time left for the development of critical thinking skills which allows for a deeper understanding and a richer experience. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the…

  11. Critical Thinking: Knowledge and Skills for Evidence-Based Practice

    Science.gov (United States)

    Finn, Patrick

    2011-01-01

    Purpose: 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). Method: I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP…

  12. Empowering Critical Thinking Skills with Computerized Patient Simulators

    Science.gov (United States)

    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…

  13. Empowering Critical Thinking Skills with Computerized Patient Simulators

    Science.gov (United States)

    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…

  14. Developing Critical Thinking of Students on Elementary Education Level

    OpenAIRE

    Pisoňova, Mária

    2014-01-01

    Critical thinking should be purposefully developed in the primary stage of education as the evaluation is a very important ability which enables us to make decisions effectively in the newly emerged life situations. The ability to decide is conditioned by critical thinking which facilitates adequate reactions in specific situations and in concord with oneself.

  15. A Novel Instrument for Assessing Students' Critical Thinking Abilities

    Science.gov (United States)

    White, Brian; Stains, Marilyne; Escriu-Sune, Marta; Medaglia, Eden; Rostamnjad, Leila; Chinn, Clark; Sevian, Hannah

    2011-01-01

    Science literacy involves knowledge of both science content and science process skills. In this study, we describe the Assessment of Critical Thinking Ability survey and its preliminary application to assess the critical thinking skills of undergraduate students, graduate students, and postdoctoral fellows. This survey is based on a complex and…

  16. Critical Thinking, Executive Functions and Their Potential Relationship

    Science.gov (United States)

    Lizarraga, Maria Luisa Sanz de Acedo; Baquedano, Maria Teresa Sanz de Acedo; Villanueva, Oscar Ardaiz

    2012-01-01

    The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of…

  17. Critical Thinking Skills and Meaning in English Language Teaching

    Science.gov (United States)

    Masduqi, Harits

    2011-01-01

    Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students' English competence. Students' critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities…

  18. The Impact of Academic Freedom Policies on Critical Thinking Instruction

    Directory of Open Access Journals (Sweden)

    Shirley Fessel, MA, MEd

    2006-08-01

    Full Text Available Critical thinking enjoys almost universal support, except when applied to controversial topics. Yet it is these topics that are often the most effective initiators of critical thinking exercises that improve students’ rational approaches to challenging problems. The use of controversial issues to promote critical thinking requires an institutional commitment to academic freedom in order to survive. In some institutional contexts, the most crucial need for critical thinking is the very condition under which it is least likely to be applied. Instead, avoidance of controversy seems to be the predominant policy of institutions fearful of expensive lawsuits or damaging public relations. Several trends are decreasing the likelihood that critical thinking is applied in the classroom to challenging topics: demands for increased accountability from legislatures; scrutiny of adopted content standards; oversight of Internet and other intellectual work of professors affiliated with the universities; student challenges to faculty instruction; and attempts to curtail ideological diversity. This paper describes these current dynamics which erode academic freedom and thus the ability to apply critical thinking to controversial topics. The paper also recommends that institutions and faculty adopt clearly delineated policies related to academic freedom in order to ensure faculty freedom to promote critical thinking. Awareness of how these trends impact the instructional climate enables teachers to design instruction and be more proactive in guaranteeing that critical thinking about controversial topics is able to flourish under academic freedom.

  19. Preparing Students for Critical-Thinking Applications on Standardized Tests

    Science.gov (United States)

    Hendricks, Jacquelyn Kaye

    2010-01-01

    Student performance on critical-thinking applications on standardized tests in a southwestern U.S. state has been low for several years. The purpose of this instrumental case study was to explore how one school district prepared students for critical-thinking applications on standardized tests. The study was informed by cognitivism and…

  20. Contemporary Approaches to Critical Thinking and the World Wide Web

    Science.gov (United States)

    Buffington, Melanie L.

    2007-01-01

    Teaching critical thinking skills is often endorsed as a means to help students develop their abilities to navigate the complex world in which people live and, in addition, as a way to help students succeed in school. Over the past few years, this author explored the idea of teaching critical thinking using the World Wide Web (WWW). She began…

  1. Using a Pseudoscience Activity to Teach Critical Thinking

    Science.gov (United States)

    Adam, Aimee; Manson, Todd M.

    2014-01-01

    In two studies, we assessed the effectiveness of a classroom activity designed to increase students' ability to think critically. This activity involved watching and discussing an infomercial that contained pseudoscientific claims, thus incorporating course material on good research design and critical thinking. In Study 1, we used a…

  2. Preparing Students for Critical-Thinking Applications on Standardized Tests

    Science.gov (United States)

    Hendricks, Jacquelyn Kaye

    2010-01-01

    Student performance on critical-thinking applications on standardized tests in a southwestern U.S. state has been low for several years. The purpose of this instrumental case study was to explore how one school district prepared students for critical-thinking applications on standardized tests. The study was informed by cognitivism and…

  3. Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition

    Science.gov (United States)

    Su, Hui Fang Huang; Ricci, Frederick A.; Mnatsakanian, Mamikon

    2016-01-01

    A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible…

  4. The Cultivation of Students’ Open Thinking Ability%培养学生的开放性思维能力

    Institute of Scientific and Technical Information of China (English)

    邱学林

    2014-01-01

    students of open thinking ability,the same thinking training, training of reverse thinking, the cultivation of thinking.%培养学生的开放性思维能力:同向思维的培养、逆向思维的培养、多向思维的培养。

  5. [Effects of situational and individual variables on critical thinking expression].

    Science.gov (United States)

    Tanaka, Yuko; Kusumi, Takashi

    2016-04-01

    The present study examined when people decide to choose an expression that is based on critical thinking, and how situational and individual variables affect such a decision process. Given a conversation scenario including overgeneralization with two friends, participants decided whether to follow the conversation by a critical-thinking expression or not. The authors controlled purpose and topic as situational variables, and measured critical-thinking ability, critical-thinking disposition, and self-monitoring as individual variables. We conducted an experiment in which the situational variables were counterbalanced in a within-subject design with 60 university students. The results of logistic regression analysis showed differences within individuals in the decision process whether to choose a critical-thinking expression, and that some situational factors and some subscales of the individual measurements were related to the differences.

  6. Investigating the Synergy of Critical Thinking and Creative Thinking in the Course of Integrated Activity in Taiwan

    Science.gov (United States)

    Chang, Yulin; Li, Bei-Di; Chen, Hsueh-Chih; Chiu, Fa-Chung

    2015-01-01

    The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them…

  7. The Effects of Environment-Based Education on Student's Critical Thinking Skills and Disposition toward Critical Thinking

    Science.gov (United States)

    Ernst, Julie (Athman); Monroe, Martha

    2006-01-01

    This study examined the relationship between environment-based education and high school students critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest-Posttest Nonequivalent Comparison Group Design (9th grade) and a…

  8. Developing nurses' critical thinking skills with concept mapping.

    Science.gov (United States)

    Ferrario, Catherine G

    2004-01-01

    Observations and research in educational and practice settings suggest new nurses are not using critical thinking skills. Teaching strategies traditionally focused on linear modes of thinking--no longer as helpful in today's complex and crisis-driven contexts. Concept mapping has promise of promoting higher levels of thinking and may develop critical thinking--and decision-making skills--in less time and without intensive oversight by staff instructors. A case example is used to demonstrate the design of a concept map.

  9. Critical Thinking: More than Test Scores

    Science.gov (United States)

    Smith, Vernon G.; Szymanski, Antonia

    2013-01-01

    This article is for practicing or aspiring school administrators. The demand for excellence in public education has lead to an emphasis on standardized test scores. This article explores the development of a professional enhancement program designed to prepare teachers to teach higher order thinking skills. Higher order thinking is the primary…

  10. 从批判性思维培养的视角看中美语文教材的差异--PISA测试结果的启示%Critical Thinking Cultivation Perspectives on the Differences between Chinese and American Textbook Contents:The Enlightment from PISA Result

    Institute of Scientific and Technical Information of China (English)

    赖秦江; 张红霞; 万东升; 李敏谊

    2014-01-01

    批判性思维是语文素养的重要能力,而阅读是语文教学的核心。国际能力测试PISA显示,我国学生阅读总体水平世界第一,但与批判性思维相关的部分成绩较低。这种现象引起了学界的广泛重视。我国教材在自然描写、情感道德、历史文化传统、爱国主义、生活知识与技能等方面的比例与美国的教材显著不同;在连续性文本和非连续性文本比例上也与美国差异巨大。阅读内容及其文本形式关乎我国学生阅读能力中批判性思维的培养。建议教材中增加与学生生活、社会现实问题联系密切的以非连续性文本形式呈现的内容。%Critical thinking is an important capability of language literacy and reading is the core of language teaching. PISA2009 shows that Chinese students in reading literacy scored the highest of the world, but the sub-score of the critical thinking part was much lower than the other two dimensions, which attracted wide attention. Chinese reading textbooks are signiifcantly different from that of USA in several types including the natural world, emotional and moral affairs, historical and cultural tradition, patriotism and life skills. In addition, there is a huge difference between Chinese and American textbooks about the proportion of non-continuous texts. The cultivation of students' reading ability in critical thinking is related to the content and text format. The author suggests to add more non-continuous texts which are closely linked to student life and social reality.

  11. Critical thinking inside law schools. An outline

    Directory of Open Access Journals (Sweden)

    Raquel Medina Plana

    2012-10-01

    Full Text Available The intention of this work is to do the mapping of the many problems that critical thinking (CT is confronted with in the inside of law schools, taking these in their institutional role as well as tangible manifestations of legal culture. I address the significance of CT, reflecting on its philosophical origins and its possibility in our time, a time that is marked by a crisis of paradigms. We will move from theory to a more pragmatic approach based on skills, only to find different sets of difficulties. Today’s higher education institutional learning tradition is characterised by the conception and implementation of reforms which, in turn, are dominated by notions of business and commercial ethics, that are adding up to the positivist predominance that is still reigning upon legal education. Este trabajo pretende realizar una descripción de los numerosos problemas con que se encuentra el pensamiento crítico (PC dentro de las escuelas de derecho, entendidas desde su papel institucional pero también como manifestaciones tangibles de la cultura legal. Se destaca la importancia del PC, reflexionando sobre sus orígenes filosóficos y su posibilidad en el momento actual, marcado por una crisis de paradigmas. Después de realizar un análisis teórico, se va a pasar a realizar un enfoque más pragmático basado en habilidades, sólo para encontrar diferentes tipos de dificultades. La tradición actual de la educación superior institucional se caracteriza por la concepción e implementación de reformas que, en cambio, están dominadas por nociones de ética empresarial y comercial, que se suman al predominio positivista que sigue reinando en la educación jurídica. DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=2115429

  12. Literature stance in developing critical thinking: A pedagogical look

    Directory of Open Access Journals (Sweden)

    Khatib, Mohammad

    2013-01-01

    Full Text Available Students in literature classes are expected to think critically and apply their critical and analytical skills to the texts they study. As to the writers, the factors counted by some scholars (e.g. Topping, 1968 as the demerits of the employment of literature in EFL/ESL classes including difficulty level of vocabulary, structural complexity, non-normative use of language, and even remote cultural perspectives are neither persuasive nor logical, but are exactly what can be employed to enrich language learning experiences, and enhance critical thinking. In any way, although providing students with tools of critical thinking, and more importantly, stabilize the stance of literature in its proper position is difficult, it is not far-fetched. The study was an attempt to investigate the efficacy of developing critical thinking through literature reading.

  13. Promoting Undergraduate Critical Thinking in Astro 101 Lab Exercises

    Science.gov (United States)

    Allen, Michael L.; Kelly-Riley, Diane

    This article presents results of the first two years of the introduction of a critical thinking (CT) component to standard freshman astronomy lab exercises for nonmajors. The component consists of a series of probing questions folded into the exercises, plus a formal grading rubric. The grading rubric is adapted from the generalized Washington State University Guide to Rating Critical Thinking developed by the Washington State University Critical Thinking Project. The questions asked of the students are very specific applications of the more general Guide. The motivations, implementation, and results of the use of this CT component are presented, as well as some ideas for further improvement.

  14. PBL and critical thinking disposition in Chinese medical students

    DEFF Research Database (Denmark)

    Du, Xiangyun; Emmersen, Jeppe; Toft, Egon

    2013-01-01

    ) were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV). The score achieved on a Computer Case Simulation (CCS) test evaluated academic performance......The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU...... of critical thinking, but not to improved academic skills....

  15. 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

  16. 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 promp

  17. Big-Think Regionalism: A Critical Survey

    OpenAIRE

    Richard Baldwin

    2008-01-01

    Economic thinking on regionalism has traditionally focused on the Vinerian question: Would a nation gain from joining a trade bloc? Since 1991, "Big Think Regionalism" considers the broader question of regionalism’s impact on the world trading system focusing on two questions: Does spreading regionalism harm world welfare? and Does regionalism help or hinder multilateralism? This paper syntheses and critiques the theoretical literature in an attempt to identify the insights that are useful fo...

  18. Integration of Critical Thinking Skills into Elementary School Teacher Education Courses in Mathematics

    Science.gov (United States)

    Sezer, Renan

    2008-01-01

    Critical thinking receives increasing emphasis from educators looking to infuse analytical thinking skills into the curriculum. Many research projects have been conducted on the transferability of critical thinking skills to other disciplines and how critical thinking may be taught. There are numerous studies on teaching critical thinking, yet…

  19. Creative and Critical Thinking, Teamwork, and Tomorrow's Workplace

    Science.gov (United States)

    Gould, J. Christine; Schoonover, Patricia F.

    2009-01-01

    Creative and critical thinking have been identified by Isaksen, Dorval, and Treffinger (2000) as the ability to "perceive gaps, challenges, or concerns; think of many varied or unusual possibilities; or elaborate and extend alternatives," as well as make meaningful connections that include analyzing, evaluating, and developing options.…

  20. Martial Arts and Critical Thinking in the Gifted Education Curriculum.

    Science.gov (United States)

    Choo, Lay Hiok; Jewell, Paul D.

    This paper examines similarities between the goals of Aikido, a martial art, and critical thinking and argues that Aikido promotes the development of thinking in its training and practice. It applies these ideas to the gifted education curriculum. First the paper introduces characteristics of Aikido, Aikido movement and techniques. It equates…

  1. Two Questions about Critical-Thinking Tests in Higher Education

    Science.gov (United States)

    Benjamin, Roger

    2014-01-01

    In this article, the author argues first, that critical-thinking skills do exist independent of disciplinary thinking skills and are not compromised by interaction effects with the major; and second, that standardized tests (e.g., the Collegiate Learning Assessment, or CLA, which is his example throughout the article) are the best way to measure…

  2. Teaching Critical Thinking: Sense-Making, Explanations, Language, and Habits

    Science.gov (United States)

    Maloney, David

    2015-01-01

    The conjunction of three events has encouraged me to devote significant time to thinking about the pedagogical framework in my introductory courses. The three events were: doing a workshop addressing the Advanced Placement restructuring of the Physics B course with a stronger focus on critical thinking, finding out that "The Physics…

  3. Creative and Critical Thinking, Teamwork, and Tomorrow's Workplace

    Science.gov (United States)

    Gould, J. Christine; Schoonover, Patricia F.

    2009-01-01

    Creative and critical thinking have been identified by Isaksen, Dorval, and Treffinger (2000) as the ability to "perceive gaps, challenges, or concerns; think of many varied or unusual possibilities; or elaborate and extend alternatives," as well as make meaningful connections that include analyzing, evaluating, and developing options.…

  4. Experiential Learning: A Course Design Process for Critical Thinking

    Science.gov (United States)

    Hamilton, Janet G.; Klebba, Joanne M.

    2011-01-01

    This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of…

  5. Two Questions about Critical-Thinking Tests in Higher Education

    Science.gov (United States)

    Benjamin, Roger

    2014-01-01

    In this article, the author argues first, that critical-thinking skills do exist independent of disciplinary thinking skills and are not compromised by interaction effects with the major; and second, that standardized tests (e.g., the Collegiate Learning Assessment, or CLA, which is his example throughout the article) are the best way to measure…

  6. Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

    Science.gov (United States)

    Miri, Barak; David, Ben-Chaim; Uri, Zoller

    2007-10-01

    This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post-post experimental design, high school students, were divided into three research groups. The experimental group ( n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science ( n = 41) and non-science majors ( n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities.

  7. TECHNIQUES AND FACTORS CONTRIBUTING TO DEVELOPING CRITICAL THINKING SKILLS

    National Research Council Canada - National Science Library

    Irina Vladimirovna Glukhova

    2015-01-01

    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...

  8. [Critical thinking skills in the nursing diagnosis process].

    Science.gov (United States)

    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.

  9. Defining and assessing critical thinking skills for student radiographers

    Energy Technology Data Exchange (ETDEWEB)

    Castle, Alan [University of Portsmouth, School of Health Sciences and Social Work, Centre for Radiography Education, James Watson Building, 2 King Richard 1st Road, Portsmouth PO1 2FR (United Kingdom)], E-mail: alan.castle@port.ac.uk

    2009-02-15

    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.

  10. CRITICAL THINKING SKILLS OF ACCOUNTING STUDENTS

    Directory of Open Access Journals (Sweden)

    EDGARD B. CORNACHIONE JR.

    2007-01-01

    Full Text Available Sistemas educacionales alrededor del mundo evalúan el desempeño académico de alumnos con base en habilidades de lectura y redacción, con evidencias sobre el papel esencial del raciocinio crítico. Para apurar la educación en la área de negocios es necesa-rio un mejor entendimiento sobre el raciocinio crítico de los alumnos, así como sobre sus habilidades de comunicación. Esta pesquisa se centró en la evaluación de habilidades de lectura, redacción y raciocinio crítico de alumnos de contabilidad utilizando instrumentos validados: (a Cuestionario de Estrategias Motivadoras para Aprendizaje (Motivated Stra-tegies sea Learning Questionnaire, MSLQ, (b Prueba Escrita de Raciocinio Crítico de Ennis-Weir (Ennis-Weir Critical Thinking Essay Test, EW-CTET, y (c Indicador Flesch de Facilidad de Lectura (Flesch Reading Ease, en Inglés y versión adaptada para el Portu-gués. Los participantes escribieron una pequeña redacción que fue evaluada en térmi-nos de calidad de escritura y raciocinio crítico con base en el EW-CTET. Los resultados trajeron indicaciones de buena calidad de escritura y evidencia de niveles elevados de raciocinio crítico. Diferencias significativas (por ejemplo, género, maternidad/paternidad, nivel de estudios, y nivel en el programa no fueron observadas en las métricas sobre niveles de facilidad de lectura de los productos escritos generados por los participantes. Elementos para el esmero de desempeño de los participantes alineados con sus habi-lidades de raciocinio crítico son discutidos juntamente con ponderación profunda sobre comportamiento de educadores como agentes de cambio en este escenario. Se sugiere que diferencias culturales sobre raciocinio crítico observadas en este estudio relaciona-das con la percepción de autoridad sean examinadas en futuras averiguaciones.

  11. Critical Thinking in Higher Education: An Annotated Bibliography

    Directory of Open Access Journals (Sweden)

    Mary Shriner, MLS

    2006-08-01

    Full Text Available An overwhelming number of books and full-text articles on various databases are available that suggest ways to teach critical thinking. Most educators agree that this skill is becoming increasingly important as classes become more diversified and the curriculum becomes more global. An institution’s library is an often-overlooked faculty development resource; this article offers relevant articles on critical thinking from the many databases available through Park University's McAfee Memorial Library.

  12. Improving EFL argumentative writing: A dialogic critical thinking approach

    OpenAIRE

    Mansoor Fahim; Mostafa Mirzaii

    2013-01-01

    ELT has traditionally practiced the teaching of argumentative writing through conventional writing instruction and as such has disregarded critical thinking, a capability essential to argumentative writing. The present study, therefore, aimed at enhancing EFL argumentative writing through the coupling of writing instruction and dialogic critical thinking. To this aim, 48 Iranian EFL learners, selected through cluster sampling, were randomly assigned to either the experimental group―receiving ...

  13. Critical Thinking in Higher Education: An Annotated Bibliography

    OpenAIRE

    Mary Shriner, MLS

    2006-01-01

    An overwhelming number of books and full-text articles on various databases are available that suggest ways to teach critical thinking. Most educators agree that this skill is becoming increasingly important as classes become more diversified and the curriculum becomes more global. An institution’s library is an often-overlooked faculty development resource; this article offers relevant articles on critical thinking from the many databases available through Park University's McAfee Memoria...

  14. THE THEORY OF MULTIPLE INTELLIGENCES AND CRITICAL THINKING

    OpenAIRE

    ZOBISCH, Paula J.; PLATINE, Donald G.; SWANSON, Andree

    2015-01-01

    Educators believe that in order to thrive in the 21st century and the Information Age, individuals must ask questions, challenge assumptions, invent new ways of solving problems, connect new knowledge to information already known, and apply their knowledge and reasoning skills in new situations. Individuals must develop critical thinking skills. Using techniques based on Gardner’s (1983, 1993a) theory of multiple intelligences has been shown to increase student critical thinking skills

  15. Critical thinking and creativity in nursing: learners' perspectives.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-05-01

    Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

    Science.gov (United States)

    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…

  17. An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

    Science.gov (United States)

    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…

  18. Think Bubbles and Socrates: Teaching Critical Thinking to Millennials in Public Relations Classes

    Science.gov (United States)

    Tallent, Rebecca J.; Barnes, Justin J.

    2015-01-01

    Critical thinking skills are crucial in the public relations profession, but teaching these skills to the Millennial Generation is vastly different from previous generations. How can a professor get past No Child Left Behind's dependence on test review guides and "everybody wins" in getting students to think for themselves? Using the…

  19. An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

    Science.gov (United States)

    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…

  20. An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

    Science.gov (United States)

    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…

  1. Promoting the teaching of critical thinking skills through faculty development.

    Science.gov (United States)

    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.

  2. Systems thinking, critical realism and philosophy a confluence of ideas

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    Mingers, John

    2014-01-01

    Systems Thinking, Critical Realism and Philosophy: A Confluence of Ideas seeks to re-address the whole question of philosophy and systems thinking for the twenty first century and provide a new work that would be of value to both systems and philosophy. This is a highly opportune time when different fields - critical realism, philosophy of science and systems thinking - are all developing around the same set of concepts and yet not realizing it. This book will be of interest to the academic systems community worldwide and due to it's interdisciplinary coverage, it will also

  3. Analytical and critical thinking skills in public relations

    Directory of Open Access Journals (Sweden)

    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.

  4. Thinking skills in the context of Formal Logic, Informal Logic and Critical Thinking19

    Directory of Open Access Journals (Sweden)

    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.

  5. Enhancing critical thinking in clinical practice: implications for critical and acute care nurses.

    Science.gov (United States)

    Shoulders, Bridget; Follett, Corrinne; Eason, Joyce

    2014-01-01

    The complexity of patients in the critical and acute care settings requires that nurses be skilled in early recognition and management of rapid changes in patient condition. The interpretation and response to these events can greatly impact patient outcomes. Nurses caring for these complex patients are expected to use astute critical thinking in their decision making. The purposes of this article were to explore the concept of critical thinking and provide practical strategies to enhance critical thinking in the critical and acute care environment.

  6. Developing Critical and Creative Thinkers: Toward a Conceptual Model of Creative and Critical Thinking Processes

    Science.gov (United States)

    Combs, Liesl Baum; Cennamo, Katherine S.; Newbill, Phyllis Leary

    2009-01-01

    Critical and creative thinking skills are essential for students who plan to work and excel in the 21st-century workforce. This goal of the project reported in this article was to define critical and creative thinking in a way that would be useful for classroom teachers charged with developing such skills in their students. To accomplish their…

  7. Leading Critically: A Grounded Theory of Applied Critical Thinking in Leadership Studies

    Science.gov (United States)

    Jekins, Daniel M.; Cutchens, Amanda B.

    2011-01-01

    This study describes the development of a grounded theory of applied critical thinking in leadership studies and examines how student-centered experiential learning in leadership education bridged critical thinking with action. Over three semester undergraduate students in an upper level leadership studies course at a large four-year public…

  8. Leading Critically: A Grounded Theory of Applied Critical Thinking in Leadership Studies

    Science.gov (United States)

    Jekins, Daniel M.; Cutchens, Amanda B.

    2011-01-01

    This study describes the development of a grounded theory of applied critical thinking in leadership studies and examines how student-centered experiential learning in leadership education bridged critical thinking with action. Over three semester undergraduate students in an upper level leadership studies course at a large four-year public…

  9. Improving EFL argumentative writing: A dialogic critical thinking approach

    Directory of Open Access Journals (Sweden)

    Mansoor Fahim

    2013-05-01

    Full Text Available ELT has traditionally practiced the teaching of argumentative writing through conventional writing instruction and as such has disregarded critical thinking, a capability essential to argumentative writing. The present study, therefore, aimed at enhancing EFL argumentative writing through the coupling of writing instruction and dialogic critical thinking. To this aim, 48 Iranian EFL learners, selected through cluster sampling, were randomly assigned to either the experimental group―receiving writing instruction in conjunction with doing tasks involving dialogic critical thinking―or the control group, only receiving writing instruction. To compare the writing performances of the two groups, a pretest prior to the treatment and a posttest after the treatment were administered, both in the form of in-class 180-word four-paragraph argumentative essays within a time limit of 30 minutes. While both groups made statistically significant improvements in writing argumentatively, the results indicated that the coalescence of writing instruction and dialogic critical thinking led to superior performances.

  10. Topical Articles: A Course Designed to Improve Psychological Critical Thinking

    Science.gov (United States)

    Penningroth, Suzanna L.; Despain, Laran H.; Gray, Matt J.

    2007-01-01

    The authors developed a one-credit freshman-level course designed to enhance psychological critical thinking. They based the new curriculum on Stanovich's (2004) text, with an emphasis on active learning and critically evaluating claims by applying scientific concepts. To assess the effectiveness of this course, they used a pretest-posttest design…

  11. Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions

    Science.gov (United States)

    Tan, Cheng Lee; Ng, Lee Luan

    2014-01-01

    Critical thinking has increasingly been seen as one of the important attributes where human capital is concerned and in line with this recognition, the tertiary educational institutions worldwide are putting more effort into designing courses that produce university leavers who are critical thinkers. This study aims to investigate the critical…

  12. The Relationship between Critical Thinking and EFL Learners' Speaking Ability

    Science.gov (United States)

    Ramezani, Raana; Larsari, Ebrahim Ezzati; Kiasi, Mohammad Aghajanzadeh

    2016-01-01

    The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the…

  13. Classroom Environments That Foster a Disposition for Critical Thinking

    Science.gov (United States)

    Mathews, Samuel R.; Lowe, Katie

    2011-01-01

    In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying constructs of the disposition for CT, such as one's ability, sensitivity and inclination to engage in critical, mindful thought. Environmental factors that enhance or inhibit the development of a generalisable disposition for…

  14. Instructional Strategies for Developing Critical Thinking in EFL Classrooms

    Science.gov (United States)

    Zhao, Cairan; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar

    2016-01-01

    In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a…

  15. Deficient Critical Thinking Skills among College Graduates: Implications for Leadership

    Science.gov (United States)

    Flores, Kevin L.; Matkin, Gina S.; Burbach, Mark E.; Quinn, Courtney E.; Harding, Heath

    2012-01-01

    Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical…

  16. Thinking on writing a critical essay.

    Science.gov (United States)

    Ng, Lillian Lywan

    2017-04-01

    To provide a strategy for writing a critical essay for the Royal Australian and New Zealand College of Psychiatrists examination using a sample question. To prepare for writing a critical essay, candidates are advised to read widely and critically, to practise writing essays with a clear structure under examination conditions and seek constructive critique from colleagues. This will help them to write succinctly and develop a reasoned argument that is relevant to the quotation.

  17. Investigating Students' Critical Thinking in Weblogs: An Exploratory Study in a Singapore Secondary School

    Science.gov (United States)

    Wang, Qiyun; Woo, Huay Lit

    2010-01-01

    Critical thinking is an essential competency in the new information age. But research shows that students commonly lack critical thinking skills and hence promoting students' critical thinking becomes crucial. This exploratory study investigated the extent to which secondary school students' critical thinking could be promoted by writing…

  18. Investigating Students' Critical Thinking in Weblogs: An Exploratory Study in a Singapore Secondary School

    Science.gov (United States)

    Wang, Qiyun; Woo, Huay Lit

    2010-01-01

    Critical thinking is an essential competency in the new information age. But research shows that students commonly lack critical thinking skills and hence promoting students' critical thinking becomes crucial. This exploratory study investigated the extent to which secondary school students' critical thinking could be promoted by writing…

  19. The Development of Critical Thinking in Professional and Academic Bachelor Programmes

    Science.gov (United States)

    Evens, Marie; Verburgh, An; Elen, Jan

    2014-01-01

    Critical thinking is an important goal in higher education. Students are expected to grow in critical thinking during their higher education programme. The present study investigates the development of critical thinking in 1134 bachelor students in Flanders, Belgium. The study followed a mixed longitudinal design. Students' critical thinking was…

  20. Critical Thinking Dispositions of Undergraduate Nursing Students and Nursing Faculty in Southwestern Nigeria

    Science.gov (United States)

    Ojewole, Foluso O.

    2013-01-01

    The purpose of this quantitative research study was to identify the critical thinking dispositions of undergraduate nursing students and nursing faculty in Southwestern Nigeria. Critical thinking dispositions are required for critical thinking skills. People who have critical thinking disposition exhibit seven traits: truth-seeking,…

  1. Collaboration and critical thinking in an online chemistry environment

    Science.gov (United States)

    Kershisnik, Elizabeth Irene

    The purpose of this dissertation was to examine collaboration and student's critical thinking and cognitive achievement within online chemistry courses. This quantitative study focused on the apparent lack of research relating collaboration and critical thinking in online science courses. Collaboration was determined using the small group collaboration model coding scheme, which examined student postings in asynchronous discussion forums for quantity, equality, and shareness. Critical thinking was measured using the chemistry concept reasoning test, the online self-diagnostic test, and also asynchronous student homework discussion postings that were coded using the community of inquiry cognitive presence indicators. Finally cognitive achievement was determined using quiz scores and the student's final grade. Even though no significant findings were revealed in this exploratory quasi-experimental study, this research did add to the educational technology knowledge base since very few studies have investigated the chemistry discipline in an online environment. Continued research in this area is vital to understanding how critical thinking progresses, how it can be assessed, and what factors in the classroom, be it virtual or face-to-face, have the greatest effect on critical thinking.

  2. Critical thinking in nursing: Scoping review of the literature.

    Science.gov (United States)

    Zuriguel Pérez, Esperanza; Lluch Canut, Maria Teresa; Falcó Pegueroles, Anna; Puig Llobet, Montserrat; Moreno Arroyo, Carmen; Roldán Merino, Juan

    2015-12-01

    This article seeks to analyse the current state of scientific knowledge concerning critical thinking in nursing. The methodology used consisted of a scoping review of the main scientific databases using an applied search strategy. A total of 1518 studies published from January 1999 to June 2013 were identified, of which 90 met the inclusion criteria. The main conclusion drawn is that critical thinking in nursing is experiencing a growing interest in the study of both its concepts and its dimensions, as well as in the development of training strategies to further its development among both students and professionals. Furthermore, the analysis reveals that critical thinking has been investigated principally in the university setting, independent of conceptual models, with a variety of instruments used for its measurement. We recommend (i) the investigation of critical thinking among working professionals, (ii) the designing of evaluative instruments linked to conceptual models and (iii) the identification of strategies to promote critical thinking in the context of providing nursing care.

  3. Developing Critical Thinking Skills of Students in Mathematics Learning

    Directory of Open Access Journals (Sweden)

    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.

  4. Investigation of Teacher Candidates' Learning Styles and Critical Thinking Dispositions

    Directory of Open Access Journals (Sweden)

    Sibel Açışlı

    2015-06-01

    Full Text Available In this study teacher candidates’ learning styles and critical thinking dispositions were investigated. The study group is composed of 938 students attending class teaching and science teaching departments of Artvin Çoruh, Karadeniz Technical, and Recep Tayyip Erdoğan Universities. Colb Learning Styles Inventory and California Critical Thinking Disposition Inventory (CCTDI were used as a means of data-collection. The data were analysed with SPSS 17, and it was detected that there are some differences between the learning styles and critical thinking dispositions of teacher candidates in terms of the variables. It was also observed that 40,9 % of students have "assimilator", 31,2 % of students have "diverger", 15,9 % of students have "converger" , and 11,9 % of students have "accommodator" learning style. The teacher candidates got the highest score from the "being analytical" subscale. As for teacher candidates critical thinking dispositions according to the class levels, a statistically meaningful difference was seen for those attending the final classes only in "open-mindedness" subscale. Upon the analysis of whether teacher candidates critical thinking dispositions differ according to school type variable, a meaningful difference was detected at the subscales of curiosity and seeking for truth while a meaningful difference was not found at the subscales of being analytical, being systematical, and self-confidence.

  5. Using Discussions to Promote Critical Thinking in an Online Environment

    Directory of Open Access Journals (Sweden)

    Nega Debela

    2008-06-01

    Full Text Available This paper examines how the discussion tool is used to promote critical thinking in an online environment at Marshall University. The significance of critical thinking in higher education has been brought to attention at both national and local levels. The paper studies the use of discussions as an approach to promote critical thinking in a number of English as a Second Language (ESL courses offered by Marshall University's Graduate School of Education and Professional Development (GSEPD program. At the end of the semester, a qualitative survey was developed to identify the effectiveness of such discussions, and the opportunities for improvement. The survey was sent to all students in these three classes. These students were all full time teachers in Elementary and Secondary schools in West Virginia. Out of 21 students, 15 of them have responded to the three questions asked in the survey. Almost all the respondents have found discussion helpful in enhancing learning and critical thinking. Most students support the involvement of an online instructor in the online discussion, and faculty members involved in these discussions function as helpers in the development of critical thinking skills.

  6. Improving Critical Thinking and Authenticity in Testing Business German

    DEFF Research Database (Denmark)

    Egbert, Maria; Maxim, Hiram

    1998-01-01

    abilities. This article proposes to integrate critical thinking and problem solving into the exams and to contextualize the tests' tasks in a more authentic business setting without compromising the PWD's and ZDfB's content. These proposals should then be researched using qualitative as well as statistical......For some time, foreign language proficiency theoreticians and practitioners as well as execu- tives in international business havc identified critical thinking as an essential skill. Despite this demand, the leading world-wide examinations for assessing oral and written communicative competence...... in Business German, the Priifung Wirtschaftsdmtsch Intmnational [International Business German Examination] (PWD) and the Zertijikat I)mtschfur den Bmuf [German Cer- tificate for Professional Purposes] (ZDfB), test only students' information retrieval skills and fail to assess their critical thinking...

  7. Improving Critical Thinking and Authenticity in Testing Business German

    DEFF Research Database (Denmark)

    Egbert, Maria; Maxim, Hiram

    1998-01-01

    For some time, foreign language proficiency theoreticians and practitioners as well as execu- tives in international business havc identified critical thinking as an essential skill. Despite this demand, the leading world-wide examinations for assessing oral and written communicative competence...... in Business German, the Priifung Wirtschaftsdmtsch Intmnational [International Business German Examination] (PWD) and the Zertijikat I)mtschfur den Bmuf [German Cer- tificate for Professional Purposes] (ZDfB), test only students' information retrieval skills and fail to assess their critical thinking...... abilities. This article proposes to integrate critical thinking and problem solving into the exams and to contextualize the tests' tasks in a more authentic business setting without compromising the PWD's and ZDfB's content. These proposals should then be researched using qualitative as well as statistical...

  8. A Study of Critical Thinking Training in the Army Contracting Workforce

    Science.gov (United States)

    2016-03-23

    Running head: CRITICAL THINKING TRAINING 1 A Study of Critical Thinking Training in the Army Contracting Workforce Cheryl L. Jones...7 April 2016, U.S. Army Contracting Command CRITICAL THINKING TRAINING 2 Approval Page Title: A Study of Critical Thinking Training in...submitted for Journal Publication: CRITICAL THINKING TRAINING 3 Acknowledgements I would like to acknowledge the efforts of the U.S. Army

  9. Examining Critical Thinking Skills in Family Medicine Residents.

    Science.gov (United States)

    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.

  10. Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

    Science.gov (United States)

    Iwaoka, Wayne T.; Li, Yong; Rhee, Walter Y.

    2010-01-01

    The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list…

  11. Effective Instruction and Assessment Methods That Lead to Gains in Critical Thinking as Measured by the Critical Thinking Assessment Test (CAT)

    Science.gov (United States)

    Leming, Katie P.

    2016-01-01

    Previous qualitative research on educational practices designed to improve critical thinking has relied on anecdotal or student self-reports of gains in critical thinking. Unfortunately, student self-report data have been found to be unreliable proxies for measuring critical thinking gains. Therefore, in the current interpretivist study, five…

  12. Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

    Science.gov (United States)

    Iwaoka, Wayne T.; Li, Yong; Rhee, Walter Y.

    2010-01-01

    The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list…

  13. Reading-to-write: A Practice of Critical Thinking

    Directory of Open Access Journals (Sweden)

    Zhanfang Li

    2014-06-01

    Full Text Available Reading-to-write, a term taken from language testing studies, puts great emphasis on a student-centered learning atmosphere, on the situational context and cooperative learning, on an authentic learning environment, on making use of various information resources, and on the process of the individuals’ meaning construction and critical thinking. The application of this model in class will shed lights on College English teaching in China, providing the English teachers with a new perception of language teaching: Reading and writing can be integrated to elicit more authentic language use, and skill training and critical thinking are not two separate stages.

  14. Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

    Science.gov (United States)

    Wagner, Elissa A

    2014-06-01

    This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application.

  15. Sketching for Developing Critical Thinking Skills

    Science.gov (United States)

    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.

  16. Review of teaching methods and critical thinking skills.

    Science.gov (United States)

    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.

  17. Nauka krytycznego myślenia [Critical thinking teaching

    Directory of Open Access Journals (Sweden)

    Tomasz Kalbarczyk

    2014-03-01

    Full Text Available The aim of this paper is to show critical thinking as an important element of cur- riculum that is worth developing during various courses in the process education and to which the form and content of philosophy course is worth adjusting. The article points out various difficulties of putting the idea into practice, particularly those connected to assumptions and practices of the Polish education system (po- liticization, idelogization, lack of pluralism in the Polish school, and little prepara- tion of teachers to develop critical thinking in their pupils. The paper also gives examples of solutions that aid skeptical thinking teaching. I do not argue that the school should resign from passing cultural competences and knowledge regarding history of culture and philosophy, but I do suggest that they do not have to the most crucial position in curriculum. Nevertheless, education should not be confined to only critical thinking as it would both restrain creative thinking and upset the balance between processes of individualization and socialization, the latter being essential on early stages of education.

  18. Media as a Vaccine against Critical Thinking

    Directory of Open Access Journals (Sweden)

    Lejla Panjeta

    2011-01-01

    Full Text Available Human communication is of a persuasive character, since the perspective to determine the difference between fact and opinion differ according to sociological and cultural backgrounds. Media sets the ground for building stereotypes by imposing the ideas to the recipients. It makes media a tool for persuasive communication thus producing the effects of what a vaccine injection might do to a human body. As language is one of the most used tools in media, this stealthy persuasion operates on a subtle "antigens" infiltrated in the context of the media text. "Mind vaccinating" recipients by media eventually can lead to stereotyped perceptions and produce prejudice. In this metaphor vaccine antigens offer a persuasive perspective on reality immune to other perspectives but that one that is imposed by media. If a recipient in the communication process understands the threat then the persuasive effects are lessened as is explained in inoculation theory. If the threat is candy wrapped in media content, as is done so by the demand of market and recipients themselves (and imposed by politics and corporation interest, then the threat is no longer understood as a threat by the recipient. The immune system is vaccinated and protected from the disease of free thinking. The disease represents a reality that is not shape shifted by someone else. Shape shifted reality is distributed through the vaccines. Media being the vaccine makes it a powerful tool in the persuasive strategy for shape shifting the reality based on framed and reframed facts and opinions of the majority in democratized media. Media is consciously or unconsciously shape shifting the reality, which makes it a tool of persuasion.

  19. The ideal of critical thinking: promises and realities

    Directory of Open Access Journals (Sweden)

    Iván Alfonso Pinedo Cantillo

    2013-11-01

    Full Text Available Human progress in general and personal development of students are indisputably linked to rigorous reflection processes, but a reflection that in education we qualify as critical and intentional. Educating with critical awareness is to educate to construct humanity through a specific intellectual orientation that makes us more free and authentic. In this context, we find critical thinking as a privileged pedagogical tool that seeks to promote the autonomy of thought and the implementation of new processes of humanization, understood as the continuous process that seeks to potentiate each and every human dimension. Thus, intentional reflection, critical thinking and humanization processes in the classroom are a pedagogical triangle that can power the noble task of educating citizens in the twenty-first century.

  20. 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…

  1. Using Cooperative Learning In Teaching Critical Thinking In Reading

    Directory of Open Access Journals (Sweden)

    Anit Pranita Devi

    2015-12-01

    Full Text Available This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.

  2. Pedagogical Approaches to Develop Critical Thinking and Crisis Leadership

    Science.gov (United States)

    Powley, Edward H.; Taylor, Scott N.

    2014-01-01

    Management schools must be prepared to aid leaders and managers to succeed in uncertain environments. We offer two approaches, each designed for critical thinking skill development, to teach graduate management students about leading in and through potential disruption to organizational life. First, we present a personalized case method that…

  3. Obstacles and Opportunities for Critical Thinking in Japan.

    Science.gov (United States)

    Davidson, Bruce W.

    Paradoxically, Japan presents both a difficult and promising setting for the advancement of critical thinking skills. One deep-rooted obstacle stems from anti-rational ideological traditions and prejudices. Another comes from the rigidly hierarchical, conformist nature of Japanese society, which does not encourage divergent opinions or their…

  4. Using Critical Thinking To Conduct Effective Searches of Online Resources.

    Science.gov (United States)

    Brem, Sarah K.; Boyes, Andrea J.

    2000-01-01

    Complements guidelines addressing the mechanics of online searching by considering how treating searching as exercises in critical thinking can improve the use of online resources. Discusses metacognition, hypothesis testing, and argumentation, with illustrative examples and links to tools that facilitate the searching process. (SLD)

  5. Collaborative Learning Supported by Rubrics Improves Critical Thinking

    Science.gov (United States)

    Saiz, Carlos; Rivas, Silvia F.; Olivares, Sonia

    2015-01-01

    In previous works we developed and assessed a teaching program, ARDESOS v.1, with which we aimed to improve the fundamental skills of critical thinking. The results obtained were positive, but modest. After analyzing the limitations of the program we introduced certain modifications and assessed the new version. The changes involved designing the…

  6. Do Active-Learning Strategies Improve Students' Critical Thinking?

    Science.gov (United States)

    Nelson, Larry P.; Crow, Mary L.

    2014-01-01

    Improving students' ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of a good college preparation. This paper attempts to investigate if active-learning strategies improve students' critical thinking ability in this regard. Participants were pre-service…

  7. Reflections on Service-Learning, Critical Thinking, and Cultural Competence

    Science.gov (United States)

    Goldberg, Lynette R.; Coufal, Kathy L.

    2009-01-01

    In today's increasingly multicultural society, students need to be prepared for the work world they will encounter. Well-developed critical thinking skills appear essential to needed cultural competence. With its focus on community involvement, deep reflection and civic engagement, the possibility that Service-Learning (SL) could improve students'…

  8. Improving decision making in crisis response through critical thinking support

    NARCIS (Netherlands)

    Schraagen, Jan Maarten; Ven, van de Josine G.M.

    2008-01-01

    In this study, we describe how to use innovative techniques to improve the decision-making process in crisis response organizations. The focus was on building situation awareness of a crisis and overcoming pitfalls such as tunnel vision and information bias through using critical thinking. We starte

  9. Teaching Critical Thinking in World Regional Geography through Stakeholder Debate

    Science.gov (United States)

    Sziarto, Kristin M.; McCarthy, Linda; Padilla, Nicholas L.

    2014-01-01

    Using a stakeholder debate based on a real-world case of regional construction--that of Turkey's application to join the European Union--improved students' critical thinking in an introductory world regional geography course. Such courses are a staple offering among US geography departments, and often the only exposure of non-majors to geographic…

  10. The Increase of Critical Thinking Skills through Mathematical Investigation Approach

    Science.gov (United States)

    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.

  11. Critical Thinking in Gifted Children's Offline and Online Peer Feedback

    Science.gov (United States)

    Miller, Myriah T.; Olthouse, Jill

    2013-01-01

    This comparative study identified the differences between gifted children's offline and online peer feedback within a summer talented writer's workshop. Researchers analyzed ten students' writings for degrees of critical thinking evident in their feedback. Online feedback included students' writings in social writing sites Storybird.com and…

  12. Critical Thinking Skills in Family and Consumer Sciences Education

    Science.gov (United States)

    Swafford, Melinda; Rafferty, Elizabeth

    2016-01-01

    Family and consumer sciences (FCS) is an interdisciplinary study of the relationships between humans and their social, natural, and built environments. Critical thinking has been a vital part of the profession since its beginning. Ellen Swallow Richards founded the discipline in 1899 on the premise of improving quality of life for individuals,…

  13. Creating a Collaborative Context for Critical Thinking in Composition.

    Science.gov (United States)

    Hess, Marlene A.

    This paper describes the efforts of the director of a composition program who is also a teacher of composition at an open admissions college to teach critical thinking by showing students how to use content rather than just acquire it. Applying Jean Piaget's learning theory to classroom teaching, the director attempts to create an active learning…

  14. Promoting Undergraduate Critical Thinking in Astro 101 Lab Exercises

    Science.gov (United States)

    Allen, Michael L.; Kelly-Riley, Diane

    2005-01-01

    This article presents results of the first two years of the introduction of a critical thinking (CT) component to standard freshman astronomy lab exercises for nonmajors. The component consists of a series of probing questions folded into the exercises, plus a formal grading rubric. The grading rubric is adapted from the generalized Washington…

  15. A systematic review on critical thinking in medical education.

    Science.gov (United States)

    Chan, Zenobia C Y

    2016-04-18

    Critical thinking is the ability to raise discriminating questions in an attempt to search for better ideas, a deeper understanding and better solutions relating to a given issue. This systematic review provides a summary of efforts that have been made to enhance and assess critical thinking in medical education. Nine databases [Ovid MEDLINE(R), AMED, Academic Search Premier, ERIC, CINAHL, Web of Science, JSTOR, SCOPUS and PsycINFO] were searched to identify journal articles published from the start of each database to October 2012. A total of 41 articles published from 1981 to 2012 were categorised into two main themes: (i) evaluation of current education on critical thinking and (ii) development of new strategies about critical thinking. Under each theme, the teaching strategies, assessment tools, uses of multimedia and stakeholders were analysed. While a majority of studies developed teaching strategies and multimedia tools, a further examination of their quality and variety could yield some insights. The articles on assessment placed a greater focus on learning outcomes than on learning processes. It is expected that more research will be conducted on teacher development and students' voices.

  16. Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?

    Science.gov (United States)

    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…

  17. Promoting Critical Thinking among Dental Hygiene Students: Strategies for Educators

    Science.gov (United States)

    Jordan D'Ambrisi, Kathleen M.

    2011-01-01

    Dental hygiene education has evolved over the years from dental hygiene professions who provide patient education on oral health care to assuming the responsibility for the assimilation of knowledge that requires judgment, decision making and critical thinking skills. Given that the dental hygiene professions has moved toward evidence-based,…

  18. Promoting Critical Thinking among Dental Hygiene Students: Strategies for Educators

    Science.gov (United States)

    Jordan D'Ambrisi, Kathleen M.

    2011-01-01

    Dental hygiene education has evolved over the years from dental hygiene professions who provide patient education on oral health care to assuming the responsibility for the assimilation of knowledge that requires judgment, decision making and critical thinking skills. Given that the dental hygiene professions has moved toward evidence-based,…

  19. Integrating Critical Thinking into the Assessment of College Writing

    Science.gov (United States)

    McLaughlin, Frost; Moore, Miriam

    2012-01-01

    When writing teachers at any level get together to assess student essays, they often disagree in their evaluations of the writing at hand. This is no surprise as writing is a complex process, and in evaluating it, teachers go through a complex sequence of thoughts before emerging with an overall assessment. Critical thinking, or the complexity of…

  20. Epistemological Development and Critical Thinking in Post-Secondary

    Science.gov (United States)

    Ouellette-Schramm, Jennifer

    2015-01-01

    Using Kegan's constructive-developmental theory, this study explores to what extent epistemological development is a factor in critical thinking performance and learning in reading and writing among a diverse group of six adult learners. Analysis of a developmental interview, a summative assessment and participant surveys indicated that learners…

  1. Teaching Argument for Critical Thinking and Writing: An Introduction

    Science.gov (United States)

    Hillocks, George, Jr.

    2010-01-01

    When it comes to writing, the most advanced secondary textbooks for English and most state rubrics for judging writing do not deal with what is involved in critical thinking in writing. Rather, they opt for vague discussions of "persuasive writing." Those who know the needs of college writers and who are familiar with the new ACT and SAT writing…

  2. Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

    Science.gov (United States)

    Cavdar, Gamze; Doe, Sue

    2012-01-01

    Traditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical…

  3. Challenging Multiple-Choice Questions to Engage Critical Thinking

    Science.gov (United States)

    Kerkman, Dennis D.; Johnson, Andrew T.

    2014-01-01

    This article examines a technique for engaging critical thinking on multiple-choice exams. University students were encouraged to "challenge" the validity of any exam question they believed to be unfair (e.g., more than one equally correct answer, ambiguous wording, etc.). The number of valid challenges a student wrote was a better…

  4. Using "The Wall Street Journal" To Stimulate Critical Thinking.

    Science.gov (United States)

    Roever, Carol

    1998-01-01

    Describes an assignment in a business-communication class in which student teams construct portfolios with articles from "The Wall Street Journal," explaining and clearly expressing how these articles relate to class concepts. Argues that the assignment encourages critical-thinking skills, focuses on writing skills, and develops an…

  5. Critical Thinking Skills in Family and Consumer Sciences Education

    Science.gov (United States)

    Swafford, Melinda; Rafferty, Elizabeth

    2016-01-01

    Family and consumer sciences (FCS) is an interdisciplinary study of the relationships between humans and their social, natural, and built environments. Critical thinking has been a vital part of the profession since its beginning. Ellen Swallow Richards founded the discipline in 1899 on the premise of improving quality of life for individuals,…

  6. Effects of Metacognitive Guidance on Critical Thinking Disposition

    Science.gov (United States)

    Akyüz, Halil Ibrahim; Samsa Yetik, Serap; Keser, Hafize

    2015-01-01

    The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching…

  7. Comparison of Critical Thinking Dispositions of Prospective Teachers

    Science.gov (United States)

    Turan, Hakan

    2016-01-01

    The purpose of this study is to compare the critical thinking dispositions of prospective teachers. In the study, survey model, which is a descriptive research method, was used. The sample of the research consisted of 1123 students studying at the Department of Physical Education and Sports Teacher at the Schools of Physical Education and Sports…

  8. The Investigation on Critical Thinking Ability in EFL Reading Class

    Science.gov (United States)

    Zhou, Jie; Jiang, Yuhong; Yao, Yuan

    2015-01-01

    The present mixed-method study aims to find out the status quo of critical thinking ability of university non-English majors by investigating 224 non-English majors from a university in China (105 male and 119 female students, 114 art and 110 science majors, 109 freshmen and 115 sophomores were included respectively) through questionnaires and…

  9. "Methods of Inquiry": Using Critical Thinking to Retain Students

    Science.gov (United States)

    Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol

    2011-01-01

    In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…

  10. Learning to Think Critically: A Visual Art Experiment

    Science.gov (United States)

    Bowen, Daniel H.; Greene, Jay P.; Kisida, Brian

    2014-01-01

    This article examines whether exposure to the arts has an effect on the ability of students to engage in critical thinking. We conduct a randomized controlled trial involving 3,811 students who were assigned by lottery to participate in a School Visit Program at the newly opened Crystal Bridges Museum of American Art. Students who participated in…

  11. Using "The Wall Street Journal" To Stimulate Critical Thinking.

    Science.gov (United States)

    Roever, Carol

    1998-01-01

    Describes an assignment in a business-communication class in which student teams construct portfolios with articles from "The Wall Street Journal," explaining and clearly expressing how these articles relate to class concepts. Argues that the assignment encourages critical-thinking skills, focuses on writing skills, and develops an…

  12. Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

    Science.gov (United States)

    Brodin, Eva M.

    2016-01-01

    Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…

  13. Facilitating Critical Thinking in an Introduction to Business Freshman Course

    Science.gov (United States)

    Newman, Cynthia M.

    2012-01-01

    The current article presents an example of the development, implementation, and evaluation of a teaching intervention intended to facilitate student critical thinking through the integration of knowledge in an introductory business course. The intervention is grounded in the scholarship of teaching and learning literature. A discussion of the…

  14. An Evaluation of Critical Thinking Competencies in Business Settings

    Science.gov (United States)

    Dwyer, Christopher P.; Boswell, Amy; Elliott, Mark A.

    2015-01-01

    Although critical thinking (CT) skills are usually considered as domain general (Gabbenesch, 2006; Halpern, 2003), CT ability may benefit from expertise knowledge and skill. The current study examined both general CT ability and CT ability related to business scenarios for individuals (a) expert in business, (b) novice in business, and (c) with no…

  15. Rembrandt's Art: A Paradigm for Critical Thinking and Aesthetics

    Science.gov (United States)

    Conn, Mark S.

    2008-01-01

    Several sections in this article begin with a foundational discussion of the connection between art and the general curriculum, including how the effectiveness of that curriculum may then be measured. Continuing with a working definition of "critical thinking", the author demonstrates how Rembrandt's work relates particularly well to the social…

  16. Improving Critical Thinking Skills through Reflective Clinical Journals.

    Science.gov (United States)

    Collentine, Donna

    This report describes a program designed to increase critical thinking skills in order to improve the transfer of material from the classroom to the clinic. The targeted population consisted of second year community college radiography students in a growing, middle class community in the Midwest. Evidence for the existence of the problem included…

  17. Critical Thinking for Natural Resource, Agricultural, and Environmental Ethics Education

    Science.gov (United States)

    Quinn, Courtney; Burbach, Mark E.; Matkin, Gina S.; Flores, Kevin

    2009-01-01

    Future decision makers in natural resource fields will be required to make judgments on issues that lack clear solutions and with information complicated by ethical challenges. Therefore, natural resource, environmental, and agricultural professionals must possess the ability to think critically about the consequences of policy, economic systems,…

  18. Creating a climate for critical thinking in the preceptorship experience.

    Science.gov (United States)

    Myrick, F; Yonge, O J

    2001-08-01

    The impact of the learning climate on students' ability to think critically during preceptorship cannot be underestimated. The success of students in learning to think critically rests largely with the tone set by preceptors and staff (Myrick 1998). Students must be led gently into the active role of discussing, dialoguing, and problem solving (Meyers 1986). They watch very carefully how respectfully preceptors and staff field their comments, quickly notice nonverbal cues that indicate how open, approachable and supportive the preceptors and the staff are to their questions and contributions, and then discern how valued they are as colleagues. When preceptors genuinely value, support, and work with students in the practice setting and staff accept them as part of the team, a climate that is conducive to learning and critical thinking is established. This is due to the fact that students feel safe enough to question, to challenge and be challenged, and to be creative in their problem solving. The purpose of this paper is threefold: a) to identify key factors in the preceptorship experience that contribute to the creation of a climate that is conductive to critical thinking; b) to provide important insights into the role of the preceptor and the staff within that context; and c) to discuss how nursing faculty can more actively contribute to ensuring that such a learning climate is achieved in the preceptorship experience. Copyright 2001 Harcourt Publishers Ltd.

  19. Teaching Argument for Critical Thinking and Writing: An Introduction

    Science.gov (United States)

    Hillocks, George, Jr.

    2010-01-01

    When it comes to writing, the most advanced secondary textbooks for English and most state rubrics for judging writing do not deal with what is involved in critical thinking in writing. Rather, they opt for vague discussions of "persuasive writing." Those who know the needs of college writers and who are familiar with the new ACT and SAT writing…

  20. Integrating Critical Thinking into the Assessment of College Writing

    Science.gov (United States)

    McLaughlin, Frost; Moore, Miriam

    2012-01-01

    When writing teachers at any level get together to assess student essays, they often disagree in their evaluations of the writing at hand. This is no surprise as writing is a complex process, and in evaluating it, teachers go through a complex sequence of thoughts before emerging with an overall assessment. Critical thinking, or the complexity of…

  1. Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

    Science.gov (United States)

    Cavdar, Gamze; Doe, Sue

    2012-01-01

    Traditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical…

  2. A Review on Developing Critical Thinking Skills through Literary Texts

    Directory of Open Access Journals (Sweden)

    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

  3. "Methods of Inquiry": Using Critical Thinking to Retain Students

    Science.gov (United States)

    Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol

    2011-01-01

    In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…

  4. How to Nurture Children's Creativity and Critical Thinking Skills.

    Science.gov (United States)

    Alvino, James

    1983-01-01

    The right kind of learning and environment at home and in school can often turn an "average" student into a "gifted" one. Parents can help ignite the motivating spark by encouraging the development of critical thinking skills, creativity, and leadership ability. Educational strategies parents can use are suggested. (PP)

  5. Action Learning and Critical Thinking: A Synthesis of Two Models

    Science.gov (United States)

    Soffe, Stephen M.; Marquardt, Michael J.; Hale, Enoch

    2011-01-01

    Recent scholarship and the news media have identified a lack of critical thinking and ethical behavior in the business world. These deficiencies have led to faulty decision-making, ineffective planning, and frequent organizational dysfunction. This situation has focused attention on both practitioners in the field of business and on the university…

  6. Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?

    Science.gov (United States)

    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…

  7. 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,…

  8. Mathematical Critical Thinking Ability through Contextual Teaching and Learning Approach

    Science.gov (United States)

    Kurniati; Kusumah, Yaya S.; Sabandar, Jozua; Herman, Tatang

    2015-01-01

    This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one university…

  9. A Review on Developing Critical Thinking Skills through Literary Texts

    Science.gov (United States)

    Shukri, Noraini Ahmad; Mukundan, Jayakaran

    2015-01-01

    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 a higher level (Stern, 1985; Dickinson, 1991; McKay, 2001; Terry, 2007; Van, 2009;…

  10. Think Tank Critics Plant a Stake in Policy World

    Science.gov (United States)

    Sparks, Sarah D.

    2010-01-01

    After five years of providing critical reviews of education-related reports by nonacademic think tanks, education professors Alex Molnar and Kevin G. Welner hope to expand their own reach with a new, broader research center. The new National Education Policy Center, based at Welner's academic home, the University of Colorado at Boulder, will…

  11. Critical Thinking: Conceptual Clarification and Its Importance in Science Education

    Science.gov (United States)

    Vieira, Rui Marques; Tenreiro-Vieira, Celina; Martins, Isabel P.

    2011-01-01

    In different countries efforts have been made to integrate critical thinking into science curricula, recognizing that it is necessary to live in a plural society with citizenship competence. However, this objective has not been appropriately implemented in classrooms. One of the obstacles is the fact that teachers do not have a clear idea about…

  12. Promoting Critical-Thinking Skills by Using Negotiation Exercises

    Science.gov (United States)

    Page, Diana; Mukherjee, Arup

    2007-01-01

    Many writers argue that it is necessary to develop critical thinking skills in business students because these skills are needed to deal with the increasing complexities of real-life problems. Although the goal appears to be laudable, it is not always clear how to go about achieving it. In this article, the authors describe active learning…

  13. Learning Experiences to Develop Critical Thinking through Understanding by Design

    Science.gov (United States)

    Williams, David; Williams, Margot

    2009-01-01

    In some classrooms, gifted students are not exposed to the large and complex body of information and knowledge available today; instead, they are limited to what is deemed appropriate for the majority of their classmates. As a result, capable bright students may not develop the critical thinking skills necessary to analyze, synthesize, and…

  14. Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

    Science.gov (United States)

    Brodin, Eva M.

    2016-01-01

    Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…

  15. Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

    Science.gov (United States)

    Dyck, Bruno; Walker, Kent; Starke, Frederick A.; Uggerslev, Krista

    2012-01-01

    The authors explore the effect on students' critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment--which included a survey, interviews, and case analysis--suggest that compared with students who are taught only a conventional approach to management (which…

  16. Cultivating Learners’thinking Abilities in Foreign Language Teaching with Respect to Approaches of Reform in Basic Education

    Institute of Scientific and Technical Information of China (English)

    ZHANG Shao-hui

    2014-01-01

    Thinking ability of a man, which is the core of wisdom, participates in and dominates all the intellectual activities. This study, pursued on the ontological and practical level, is aimed at cultivating learners ' thinking abilities in foreign language teach⁃ing(FLT)in basic education of China. Regarding English teaching reform in basic education of China as the background, this thesis probes to bring it to the forefront and put forward approaches and strategies of incorporating the cultivation of learners ’ thinking abilities into every aspect of the teaching procedures.

  17. TECHNIQUES AND FACTORS CONTRIBUTING TO DEVELOPING CRITICAL THINKING SKILLS

    Directory of Open Access Journals (Sweden)

    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. 

  18. Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

    Science.gov (United States)

    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.

  19. Critical thinking dispositions of nursing students in Asian and non-Asian countries: a literature review.

    Science.gov (United States)

    Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

    2013-09-26

    Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools.

  20. Can Thinking Be Taught? Linking Critical Thinking and Writing in an EFL Context

    Science.gov (United States)

    Mehta, Sandhya Rao; Al-Mahrooqi, Rahma

    2015-01-01

    While thinking critically is often perceived to be the primary purpose of reading, the question of whether it can actually be taught in classrooms has been extensively debated. This paper bases itself on a qualitative case study of university students completing a degree in English Language and Literature. It explores the way in which critical…

  1. Can Thinking Be Taught? Linking Critical Thinking and Writing in an EFL Context

    Science.gov (United States)

    Mehta, Sandhya Rao; Al-Mahrooqi, Rahma

    2015-01-01

    While thinking critically is often perceived to be the primary purpose of reading, the question of whether it can actually be taught in classrooms has been extensively debated. This paper bases itself on a qualitative case study of university students completing a degree in English Language and Literature. It explores the way in which critical…

  2. Heuristics and Biases as Measures of Critical Thinking: Associations with Cognitive Ability and Thinking Dispositions

    Science.gov (United States)

    West, Richard F.; Toplak, Maggie E.; Stanovich, Keith E.

    2008-01-01

    In this article, the authors argue that there are a range of effects usually studied within cognitive psychology that are legitimately thought of as aspects of critical thinking: the cognitive biases studied in the heuristics and biases literature. In a study of 793 student participants, the authors found that the ability to avoid these biases was…

  3. Teaching Critical Thinking: Sense-Making, Explanations, Language, and Habits

    Science.gov (United States)

    Maloney, David

    2015-10-01

    The conjunction of three events has encouraged me to devote significant time to thinking about the pedagogical framework in my introductory courses. The three events were: doing a workshop addressing the Advanced Placement restructuring of the Physics B course with a stronger focus on critical thinking, finding out that TPT was planning an issue about the "science and art" of teaching, and dealing with a course that I haven't taught in about a decade, where the students behaved very differently from students in the same course in the past.

  4. The Design of a Critical Thinking Test on Appraising Observations. Studies in Critical Thinking, Research Report No. 1.

    Science.gov (United States)

    Norris, Stephen P.; King, Ruth

    This report describes the design of a test of one aspect of critical thinking ability, the ability to correctly appraise observations. Intended for classroom use with senior high school students, the 50 item Test on Appraising Observations is based on a comprehensive set of principles modified from Robert Ennes' conception of good observation…

  5. Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

    Science.gov (United States)

    Tiruneh, Dawit Tibebu; De Cock, Mieke; Weldeslassie, Ataklti G.; Elen, Jan; Janssen, Rianne

    2017-01-01

    Although the development of critical thinking (CT) is a major goal of science education, adequate emphasis has not been given to the measurement of CT skills in specific science domains such as physics. Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the…

  6. Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

    Science.gov (United States)

    Tiruneh, Dawit Tibebu; De Cock, Mieke; Weldeslassie, Ataklti G.; Elen, Jan; Janssen, Rianne

    2017-01-01

    Although the development of critical thinking (CT) is a major goal of science education, adequate emphasis has not been given to the measurement of CT skills in specific science domains such as physics. Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the…

  7. Effect assessment of application of the Taba teaching strategies for cultivation of critical thinking skills in junior nurses%Taba 教学法培养临床低年资护士评判性思维能力的效果评价

    Institute of Scientific and Technical Information of China (English)

    刘琬椿; 苏霖; 汪爱茹; 汪淼芹

    2015-01-01

    目的:探讨Taba教学法在临床低年资护士评判性思维能力培养中的应用与效果。方法从我院内科片区临床科室中随机选择10个科室的低年资护士,其中5个科室护士为观察组( n=53),5个科室护士为对照组( n=50)。两组均遵循医院一般护理培训,观察组在此基础上实施Taba教学法。6个月后比较两组评判性思维意向问卷( CCTDI )得分并分析观察组Taba教学评价结果。结果 CCTDI量表测试结果显示观察组开放思想、分析能力、系统能力、自信心、求知欲5个维度和总得分均高于对照组,差异有统计学意义( P <0.05);83.02%的观察组护士认为 Taba 教学法能够提高临床决策能力,81.13%认为能够增强交流沟通能力,94.33%的护士认为能够适应Taba教学法,92.45%认为该法值得推广。结论 Taba教学法运用于临床低年资护士培训有助于提高护士的评判性思维能力。%Objective To explore the effectiveness of application of the Taba teaching strategies for cultivation of critical thinking skills in junior nurses .Methods Ten clinical departments of internal medicine were randomly divided into the experimental group and the control group .The experimental group consisted of five departments (n=53)and the control group had another five depart-ments(50 junior nurses).The routine nursing training was applied to the two groups .Meanwhile,the Taba teaching strategies was ad-ministered to the experimental group .After six months,scores of CCTDI of the two groups were compared and the effectiveness of the Taba teaching strategies was assessed .Results After the application of the Taba teaching strategies ,significant differences in the mean scores of CCTDI existed between the two groups ( P<0.05 ) and the improvement degree of CCTDI of the experimental group was higher than that of the control group .94.33%of the junior nurses thought that they

  8. 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...

  9. A Conceptual Model for Teaching Critical Thinking in a Knowledge Economy

    Science.gov (United States)

    Chadwick, Clifton

    2011-01-01

    Critical thinking, viewed as rational and analytic thinking, is crucial for participation in a knowledge economy and society. This article provides a brief presentation of the importance of teaching critical thinking in a knowledge economy; suggests a conceptual model for teaching thinking; examines research on the historical role of teachers in…

  10. Fostering Critical Thinking in the Geosciences: Combining Geoethics, the Affective Domain, Metacognition, and Systems Thinking

    Science.gov (United States)

    Mogk, D. W.; Geissman, J. W.

    2015-12-01

    There is a compelling need to develop the geoscience workforce of the future to address the "grand challenges" that face humanity. This workforce must have a strong understanding of Earth history, processes and materials and be able to communicate effectively and responsibly to inform public policy and personal and societal actions, particularly with regard to geohazards and natural resources. Curricula to train future geoscientists must be designed to help students develop critical thinking skills across the curriculum, from introductory to senior capstone courses. Students will be challenged in their pre-professional training as geoscientists as they encounter an incomplete geologic record, ambiguity and uncertainty in observed and experimental results, temporal reasoning ("deep time", frequency, recurrence intervals), spatial reasoning (from microns to mountains), and complex system behavior. Four instructional approaches can be combined to address these challenges and help students develop critical thinking skills: 1) Geoethics and ethical decision making includes review and integration of the context/facts of the situation, stakeholders, decision-makers, and possible alternative actions and expected outcomes; 2) The affective domain which encompasses factors such as student motivation to learn, curiosity, fear, attitudes, perceptions, social barriers and values; 3) Metacognition which encourages students to be aware about their own thinking processes, and to develop self-monitoring and self-regulating behaviors; and 4) Systems thinking which requires integrative thinking about the interactions between physical, chemical, biological and human processes, feedback mechanisms and emergent phenomena. Guided inquiry and scaffolded exercises can be used to present increasingly complex situations that require a thorough understanding of geologic principles and processes as applied to issues of societal concern. These approaches are not "owned" by any single course or

  11. Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection).

    Science.gov (United States)

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

    2017-11-01

    develop and test a tool designed for use by academics to evaluate pre-registration midwifery students' critical thinking skills in reflective writing. a descriptive cohort design was used. a random sample (n = 100) of archived student reflective writings based on a clinical event or experience during 2014 and 2015. a staged model for tool development was used to develop a fifteen item scale involving item generation; mapping of draft items to critical thinking concepts and expert review to test content validity; inter-rater reliability testing; pilot testing of the tool on 100 reflective writings; and psychometric testing. Item scores were analysed for mean, range and standard deviation. Internal reliability, content and construct validity were assessed. expert review of the tool revealed a high content validity index score of 0.98. Using two independent raters to establish inter-rater reliability, good absolute agreement of 72% was achieved with a Kappa coefficient K = 0.43 (pcritical thinking in reflective writing. Validation with large diverse samples is warranted. reflective practice is a key learning and teaching strategy in undergraduate Bachelor of Midwifery programmes and essential for safe, competent practice. There is the potential to enhance critical thinking development by assessingreflective writing with the CACTiM (reflection) tool to provide formative and summative feedback to students and inform teaching strategies. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  12. Critical thinking of student nurses during clinical accompaniment

    Directory of Open Access Journals (Sweden)

    BY Uys

    2005-09-01

    Full Text Available The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators’ perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts ‘critical thinking’ and ‘facilitation’ were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

  13. Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch

    Science.gov (United States)

    Boghossian, Peter

    2012-01-01

    Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms--the ability to correct a student's propositions and cognitions…

  14. 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.

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

    Science.gov (United States)

    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.

  16. Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch

    Science.gov (United States)

    Boghossian, Peter

    2012-01-01

    Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms--the ability to correct a student's propositions and cognitions…

  17. Critical thinking and the bible in the age of new media

    DEFF Research Database (Denmark)

    Ess, Charles

    A collection of chapters devoted to various dimensions of how new media interact with diverse conceptions of critical thinking and various traditional understandings of the relationship between critical thinking and faith traditions and claims....

  18. 批判思考教学法在会计教学中的应用%The Application of Critical Thinking Teaching Method in Accounting Teaching

    Institute of Scientific and Technical Information of China (English)

    吴霞云

    2015-01-01

    Today's accounting personnel must have the ability of critical thinking, so critical thinking teaching has been applied to accounting teaching, to combine theory with practice and cultivate students' criti⁃cal thinking ability. This paper analyzes the connotation of critical thinking from the following aspects:the criti⁃cal thinking teaching strategies, the comparison between critical thinking teaching and traditional teaching, crit⁃ical thinking teaching power, the problems and countermeasures in the process of critical thinking teaching, and the application of critical thinking teaching in accounting class.%当今的会计人员必须具备批判思考的能力,将批判思考教学应用于会计教学,理论与实际结合,培养学生批判思考能力。本文分析了批判思考内涵,从批判思考的教学策略、批判思考教学与传统教学比较、批判思考教学实例、批判思考教学过程中所遭遇的问题及其解决策略等方面,对批判思考教学法在会计课程中的应用进行探索。

  19. Concept maps: a strategy to teach and evaluate critical thinking.

    Science.gov (United States)

    Daley, B J; Shaw, C R; Balistrieri, T; Glasenapp, K; Piacentine, L

    1999-01-01

    The purpose of this article is to describe a study that implemented concept maps as a methodology to teach and evaluate critical thinking. Students in six senior clinical groups were taught to use concept maps. Students created three concept maps over the course of the semester. Data analysis demonstrated a group mean score of 40.38 on the first concept map and 135.55 on the final concept map, for a difference of 98.16. The paired t value comparing the first concept map to the final concept map was -5.69. The data indicated a statistically significant difference between the first and final maps. This difference is indicative of the students' increase in conceptual and critical thinking.

  20. YOUNG ADOLESCENT EFL LEARNERS’ PERSPECTIVES ON CRITICAL THINKING SKILLS

    Directory of Open Access Journals (Sweden)

    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.

  1. PBL and critical thinking disposition in Chinese medical students

    DEFF Research Database (Denmark)

    Du, Xiangyun; Emmersen, Jeppe; Toft, Egon

    2013-01-01

    The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU......) were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV). The score achieved on a Computer Case Simulation (CCS) test evaluated academic performance....... Total CT score was higher in PBL students (n=170) than non-PBL students (n=83) (304.7±36.8 vs. 279.2±39.4, p

  2. Beliefs and Behaviors in Learning Critical Thinking Skills

    Directory of Open Access Journals (Sweden)

    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.

  3. Structural elements of critical thinking of nurses in emergency care

    Directory of Open Access Journals (Sweden)

    Maria da Graça Oliveira Crossetti

    Full Text Available The objective of this study was to analyze the structural elements of critical thinking (CT of nurses in the clinical decision-making process. This exploratory, qualitative study was conducted with 20 emergency care nurses in three hospitals in southern Brazil. Data were collected from April to June 2009, and a validated clinical case was applied from which nurses listed health problems, prescribed care and listed the structural elements of CT. Content analysis resulted in categories used to determine priority structural elements of CT, namely theoretical foundations and practical relationship to clinical decision making; technical and scientific knowledge and clinical experience, thought processes and clinical decision making: clinical reasoning and basis for clinical judgments of nurses: patient assessment and ethics. It was concluded that thinking critically is a skill that enables implementation of a secure and effective nursing care process.

  4. Critical Discourse Analysis and Critical Thinking: An Experimental Study in an EFL Context

    Science.gov (United States)

    Hashemi, Mohammad Reza; Ghanizadeh, Afsaneh

    2012-01-01

    The present study investigated the impact of critical discourse analysis (CDA) on TEFL students' critical thinking (CT) ability in "Reading Journalistic Texts" classes. In so doing, the study utilized an experimental design with 24 participants in the control group and 29 participants in the experimental group. The results of a pretest indicated…

  5. Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology

    OpenAIRE

    Quitadamo, Ian J.; Kurtz, Martha J.

    2007-01-01

    Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of stud...

  6. Critical thinking and the bible in the age of new media

    DEFF Research Database (Denmark)

    Ess, Charles

    A collection of chapters devoted to various dimensions of how new media interact with diverse conceptions of critical thinking and various traditional understandings of the relationship between critical thinking and faith traditions and claims.......A collection of chapters devoted to various dimensions of how new media interact with diverse conceptions of critical thinking and various traditional understandings of the relationship between critical thinking and faith traditions and claims....

  7. Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology

    OpenAIRE

    Quitadamo, Ian J.; Kurtz, Martha J.

    2007-01-01

    Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of stud...

  8. Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

    Science.gov (United States)

    Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

    2014-03-01

    Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies

  9. Argument, Argumentation and Critical Thinking in Academic Writing

    Institute of Scientific and Technical Information of China (English)

    夏君君

    2013-01-01

    Academic writing has been emphasized for years among English major students, and PhD students who need to pub-lish their work in English, but few of these people could produce essays academically. The key problem that they are faced with is argument, argumentation and critical thinking in academic writing. These three notions are reviewed and the followed teaching preliminary suggestions are presented in this essay.

  10. Tailoring and Critical Thinking - Key Principles for Acquisition Success

    Science.gov (United States)

    2015-10-01

    needed to be given a high de- gree of autonomy while unhampered from the normal acquisi- tion program bureaucracy . Therefore, we wanted the LDO to...absolutely essential to the daily progress and success of the program. We did not treat ‘empowerment’ as a cliché. Rather, leadership challenged the...team to make decisions and solve problems using a critical thinking approach. Our job as leadership was, in turn, to engage the team members on

  11. FOSTERING STUDENTS’ CRITICAL THINKING BY PROJECT-BASED LEARNING

    OpenAIRE

    Pryla Rochmahwati

    2015-01-01

    This research focused on fostering students’ critical thinking through Project-Based Learning. The design of the research was descriptive qualitative method. The subjects were the lecturer of TEFL 1 course and 25 students in C class of the fourth semester of STAIN Ponorogo who took TEFL 1 course. The instruments used are in the form of observation sheet and interview guideline. The data analysis applied in this research used data reduction, data display, and conclusion drawing. The findings s...

  12. Reading-to-write: A Practice of Critical Thinking

    OpenAIRE

    Zhanfang Li; Chunhong Yang

    2014-01-01

    Reading-to-write, a term taken from language testing studies, puts great emphasis on a student-centered learning atmosphere, on the situational context and cooperative learning, on an authentic learning environment, on making use of various information resources, and on the process of the individuals’ meaning construction and critical thinking. The application of this model in class will shed lights on College English teaching in China, providing the English teachers with a new perception of ...

  13. Navigating Leadership Complexity Through Critical, Creative, and Practical Thinking.

    Science.gov (United States)

    Pigza, Jennifer M

    2015-01-01

    Leadership education that intentionally addresses critical, creative, and practical thinking enhances significant learning for students and deepens the leadership practices of educators. This chapter explores specific applications in the areas of graduate leadership education, action research, service immersion program, and advising conversations. Additionally, it presents a framework of pathways to social change and suggests how such a framework can be useful to students and leadership educators.

  14. Redesigning a General Education Science Course to Promote Critical Thinking.

    Science.gov (United States)

    Rowe, Matthew P; Gillespie, B Marcus; Harris, Kevin R; Koether, Steven D; Shannon, Li-Jen Y; Rose, Lori A

    2015-01-01

    Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy.

  15. 创新浪潮下英语专业学生批判性思维调查与培养——以河北农业大学为例%Investigation and cultivation of English majors' critical thinking under the innovation wave ——Agricultural university of Hebei as the example

    Institute of Scientific and Technical Information of China (English)

    李春燕; 于瑾; 韩久全

    2012-01-01

    Critical thinking of English majors in education has been gradually taken seriously. This paper takes English majors of Hebei Agricultural University as an example to study their critical thinking and related factors with the expection of providing basis for the reform of higher education. We used the questionnaire in the study and made descriptive analysis with the help of SPSS17.0. The findings are: English majors averaged 247. 72 in critical thinking inclination, which was neutral; critical thinking skills test averaged 16.9, which was relatively weak compared with the U. S. Norm. According to the analysis of the reasons, the paper puts forward the suggestion that changing concepts of education, reforming the traditional curriculum, improving teaching methods, creating a learning environment of critical thinking are the ways to further improve critical thinking of English majors.%英语专业学生批判性思维的研究在教育界逐渐受到重视。以河北农业大学英语专业学生为例,研究英语专业学生的批判性思维能力现状和相关因素,为高等教育改革提供依据。研究主要采用调查问卷的方式,利用SPSS17.0进行了描述性分析。调查结果发现:英语专业学生的批判性思维倾向平均得分为247.72,呈中性;批判性思维技能测试总平均分为16.9,与美国常模相比较弱。分析原因提出:要进一步提高英语专业学生批判性思维能力,必须转变教育观念,不断改革传统的课程体系,改进教学方法,营造批判性思维的学习氛围等。

  16. Critical Thinking and Political Participation: Development and Assessment of a Casual Model.

    Science.gov (United States)

    Guyton, Edith M.

    1988-01-01

    This study assessed a model of the relationship between critical thinking and political participation. Findings indicated that critical thinking has indirect positive effects on orientations toward political participation, that critical thinking positively affects personal control, political efficacy, and democratic attitude, and that personal…

  17. Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology

    Science.gov (United States)

    Bensley, D. Alan; Crowe, Deborah S.; Bernhardt, Paul; Buckner, Camille; Allman, Amanda L.

    2010-01-01

    Critical thinking is a valued educational outcome; however, little is known about whether psychology courses, especially ones such as research methods courses that might be expected to promote critical thinking skills, actually improve them. We compared the acquisition of critical thinking skills for analyzing psychological arguments in 3 groups…

  18. 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…

  19. Teacher Perceptions of Critical Thinking among Students and Its Influence on Higher Education

    Science.gov (United States)

    Choy, S. Chee; Cheah, Phaik Kin

    2009-01-01

    The concept of critical thinking was featured in taxonomies a few decades ago. Critical thinking is a complex process that requires higher levels of cognitive skills in the processing of information. The teachers' perceptions of critical thinking among students influence their behaviors in the classroom. It has been found that teachers perceive…

  20. An Evaluation of Five Critical/Creative Thinking Strategies for Secondary Science Students.

    Science.gov (United States)

    Zielinski, Edward J.; Sarachine, D. Michael

    1994-01-01

    Critical and creative thinking lessons were designed and presented to 20 biology students in a rural high school. Student attitudes toward critical thinking activities improved significantly after activities involving experimentation, discrepant events, student questioning, ethical dilemmas, and divergent and critical thinking. Includes examples…

  1. Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

    Science.gov (United States)

    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…

  2. 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…

  3. The Use of Argument Mapping to Enhance Critical Thinking Skills in Business Education

    Science.gov (United States)

    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…

  4. Improving Critical Thinking Skills of College Students through RMS Model for Learning Basic Concepts in Science

    Science.gov (United States)

    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…

  5. Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology

    Science.gov (United States)

    Bensley, D. Alan; Crowe, Deborah S.; Bernhardt, Paul; Buckner, Camille; Allman, Amanda L.

    2010-01-01

    Critical thinking is a valued educational outcome; however, little is known about whether psychology courses, especially ones such as research methods courses that might be expected to promote critical thinking skills, actually improve them. We compared the acquisition of critical thinking skills for analyzing psychological arguments in 3 groups…

  6. Perceptions of Writing Confidence, Critical Thinking, and Writing Competence among Registered Nurse-Learners Studying Online

    Science.gov (United States)

    Carter, Lorraine

    2008-01-01

    Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing…

  7. 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…

  8. Critical Thinking and Clinical Competence: A Study of Their Relationship in BSN Seniors.

    Science.gov (United States)

    May, Barbara A.; Edell, Vivian; Butell, Sue; Doughty, Jana; Langford, Cheryl

    1999-01-01

    Graduating nursing students (n=143) completed a critical-thinking skills test and disposition inventory and clinical competence evaluation. No significant correlation between critical thinking and clinical competence appeared. Critical thinking is possibly not associated with competence until after acquiring work experience. (SK)

  9. Assessing Critical Thinking in Higher Education: The HEIghten™ Approach and Preliminary Validity Evidence

    Science.gov (United States)

    Liu, Ou Lydia; Mao, Liyang; Frankel, Lois; Xu, Jun

    2016-01-01

    Critical thinking is a learning outcome highly valued by higher education institutions and the workforce. The Educational Testing Service (ETS) has designed a next generation assessment, the HEIghten™ critical thinking assessment, to measure students' critical thinking skills in analytical and synthetic dimensions. This paper introduces the…

  10. Improving Critical Thinking Skills of College Students through RMS Model for Learning Basic Concepts in Science

    Science.gov (United States)

    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…

  11. The Use of Argument Mapping to Enhance Critical Thinking Skills in Business Education

    Science.gov (United States)

    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…

  12. When Every Hand Is a Winner: Developing Critical Thinking with a Card Game

    Science.gov (United States)

    Davis, Deborah; Fasano, Velery; Starling, Jennifer

    2013-01-01

    Increasing student's critical thinking is the focus of many current education discussions. Experts in reading agree that the keys to building critical thinking include: engagement, novelty, cooperative learning, and discussion. Wiggins and McTighe (2005) insist that deep learning and critical thinking can be developed by using questions based on…

  13. Teaching Critical Thinking Skills for the 21st Century: An Advertising Principles Case Study.

    Science.gov (United States)

    Celuch, Kevin; Slama, Mark

    1999-01-01

    Describes how to teach business using critical thinking methods and how to assess elements of critical thinking including standards for judging it. Illustrates teaching methods, materials, and student activities for a course using a critical thinking approach to advertising principles. (SK)

  14. 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…

  15. Perceptions of Writing Confidence, Critical Thinking, and Writing Competence among Registered Nurse-Learners Studying Online

    Science.gov (United States)

    Carter, Lorraine

    2008-01-01

    Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing…

  16. Educating for Critical Thinking: Thought-Encouraging Questions in a Community of Inquiry

    Science.gov (United States)

    Golding, Clinton

    2011-01-01

    This paper presents one method for educating for critical thinking in Higher Education. It elaborates Richard Paul's method of Socratic questioning to show how students can learn to be critical thinkers. This method combines and uses the wider pedagogical and critical thinking literature in a new way: it emphasises a thinking-encouraging approach…

  17. The Relationship between Athletic Training Student Critical Thinking Skills and Clinical Instructor Supervision: A Pilot Study

    Science.gov (United States)

    Kabay, Michele R.

    2013-01-01

    The purpose of this study was to 1) assess the critical thinking skill level of the athletic training student at onset and end of the clinical education experience 2) to examine the influence of the students' critical thinking skills and the CIs' supervision responses to the changes in the students' critical thinking skills and 3) to compare the…

  18. Critical Thinking and Political Participation: Development and Assessment of a Casual Model.

    Science.gov (United States)

    Guyton, Edith M.

    1988-01-01

    This study assessed a model of the relationship between critical thinking and political participation. Findings indicated that critical thinking has indirect positive effects on orientations toward political participation, that critical thinking positively affects personal control, political efficacy, and democratic attitude, and that personal…

  19. Critical Thinking and Education for Democracy. Resource Publication Series 4 No. 2.

    Science.gov (United States)

    Weinstein, Mark

    A discussion of literature in critical thinking and education for democracy promotes critical thinking as one of the most reasonable educational tools to prepare students for participation in a democracy. The theories of Amy Gutmann, Jurgen Habermas, and Matthew Lipman offer insights into the various approaches to critical thinking and education…

  20. Inspire Independent Inquiry to Cultivate Innovative Thinking%启发自主探究培养创新思维

    Institute of Scientific and Technical Information of China (English)

    谢秀珍; 张晓鸣

    2012-01-01

    Cultivate students' innovative thinking is the requirements of education advancing, and also the core task of the new curriculum. Creation of context, and inspire students to independent research, is an effective way to cultivate students' creative thinking. This paper through teaching instance, demostrates that inspire students' independent inquiry to cultivate the innovative thinking.%培养学生创新思维是教育与时俱进的要求,也是新课程的核心任务。创设情境,启发学生自主探究,是培养学生创新思维的有效途径。本文通过教学实例论证了启发学生自主探究能培养创新思维这一观点。

  1. 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…

  2. Critical thinking ability of associate, baccalaureate and RN-BSN senior students in Korea.

    Science.gov (United States)

    Shin, Sujin; Ha, Juyoung; Shin, Kyungrim; Davis, Michael K

    2006-01-01

    The purpose of this study was to compare the critical thinking ability of students enrolled in associate, baccalaureate, and Registered Nurse-Bachelor of Science in Nursing (RN-to-BSN) programs in Korea. The participants were 301 undergraduate nursing students. The instrument used for this study was the Watson & Glaser Critical Thinking Appraisal (WGCTA). The data were analyzed using descriptive statistics, t-test, and analysis of variance with Scheffe's multiple comparison. The average critical thinking ability score was 41.59. Bachelor of Science in Nursing (BSN) students scored significantly higher on critical thinking than the other 2 groups. Students thinking. This study provides preliminary evidence that the length and content of an educational program is as important as its focus on enabling students to develop their critical thinking abilities. This finding suggests a need to infuse critical thinking activities early in existing secondary school curricula as a way of encouraging students to develop their thinking abilities earlier.

  3. Fostering Writing and Critical Thinking through Dialogue Journal

    Directory of Open Access Journals (Sweden)

    Ravi Bhushan

    2014-06-01

    Full Text Available Much like the regular physical exercise, having a regular writing workout is necessary for learners of English language. Dialogue journals provide the perfect means for this. Dialogue journal in an English classroom is an informal written conversation between the students and the teacher; in fact it can motivate a learner to write more in English. The language in a dialogue journal is closer to speech than to academic writing, so it promotes authentic, informal and lively conversation between the writers. As our learners need frequent opportunities to practice speaking English freely without fear of being corrected, in order to achieve oral fluency; similarly they need the chance to write freely without inhibition to promote fluency in writing. Often it is in the act of writing a response that actual learning takes place and this is how critical thinking develops. In fact, dialogue journal is the place where students explore their thinking before classroom discussion. It enables speaking and writing, referencing each other. The main objective of using dialogue journals in the English language classroom is to give students more time and opportunities for writing so that they can experience the pleasure of communication through the written word and at the same time become better writers and thinkers in English. With this background, the aim of this paper is to discuss the role of dialogue journals in developing the skills of writing and critical thinking of English language learners.

  4. Selective Critical Thinking: A Textbook Analysis of Education for Critical Thinking in Norwegian Social Studies

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    Børhaug, Kjetil

    2014-01-01

    Current Norwegian curricular guidelines oblige schools to educate citizens with a critical perspective on society. From a discourse theoretical perspective, this obligation implies that various school subjects, and in particular social studies, offer discourses on social issues that allow for different points of view and critical evaluation.…

  5. Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

    Directory of Open Access Journals (Sweden)

    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.

  6. Cultivation of Higher Vocational Students’ Creative Thinking in Computer Teaching%计算机教学中高职生创造性思维的培养

    Institute of Scientific and Technical Information of China (English)

    石玉芳; 卜耀华

    2015-01-01

    In computer teaching, teachers should be to cultivate the students’ thinking ability is the most important task, let students use similar association, divergent thinking, convergent thinking, instead of thinking, multipath thinking of cultivating the creative thinking.%在计算机教学中,教师应以培养学生思维能力为首要任务,让学生用相似联想、求异思维、求同思维、替代思维、多路思维培养创造性思维。

  7. The role of critical thinking skills and learning styles of university students in their academic performance

    OpenAIRE

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

    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 ...

  8. Challenges of assessing critical thinking and clinical judgment in nurse practitioner students.

    Science.gov (United States)

    Gorton, Karen L; Hayes, Janice

    2014-03-01

    The purpose of this study was to determine whether there was a relationship between critical thinking skills and clinical judgment in nurse practitioner students. The study used a convenience, nonprobability sampling technique, engaging participants from across the United States. Correlational analysis demonstrated no statistically significant relationship between critical thinking skills and examination-style questions, critical thinking skills and scores on the evaluation and reevaluation of consequences subscale of the Clinical Decision Making in Nursing Scale, and critical thinking skills and the preceptor evaluation tool. The study found no statistically significant relationships between critical thinking skills and clinical judgment. Educators and practitioners could consider further research in these areas to gain insight into how critical thinking is and could be measured, to gain insight into the clinical decision making skills of nurse practitioner students, and to gain insight into the development and measurement of critical thinking skills in advanced practice educational programs.

  9. Critical thinking dispositions and learning styles of baccalaureate nursing students from China.

    Science.gov (United States)

    Zhang, Huan; Lambert, Vickie

    2008-09-01

    Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.

  10. Pemahaman Critical Thinking, Design Thinking dan Problem Solving dalam Proses Desain

    Directory of Open Access Journals (Sweden)

    Yunida Sofiana

    2014-10-01

    Full Text Available The task of the designer is not limited to beautify the aesthetic appearance of a form, but more complex and down to the root of the problem. Based on observations made at the educational institution, all this time, the process of designing is carried out in the world of education, discusses the more common problems and it simply just to beautify a form. The purpose of this study is to revitalize the importance of the design process that is accompanied by a pattern of critical and creative thinking in finding solutions to design problems. So that the resulting design, and variations will have a better quality after going through deeper thinking. The research method is descriptive-qualitative research that are taken from various sources of books, internet and student assignments. The data are summarized and analyzed and made a conclusion.

  11. Deng Xiaoping’s Value of Critical Thinking Analysis%邓小平批判性思维价值论析

    Institute of Scientific and Technical Information of China (English)

    易刚; 林胜强

    2014-01-01

    邓小平思维方式是典型的批判性思维。批判性思维是邓小平理论创新的动力和源泉;邓小平批判性思维有利于确立科学的思维方式;邓小平批判性思维有利于培养求真务实的精神和开拓创新的勇气;邓小平批判性思维有助于开启思维的闸门。%Deng Xiaoping’s thinking mode is a typical critical thinking.Critical thinking is the moti-vation and source of Deng Xiaoping theory innovation;Deng Xiaoping’s critical thinking is helpful to establish the scientific way of thinking;Deng Xiaoping’s critical thinking to cultivate practical spirit and the courage of innovation;Deng Xiaoping’s critical thinking will help open thinking gate.

  12. Critical Thinking in Critical Care: Five Strategies to Improve Teaching and Learning in the Intensive Care Unit.

    Science.gov (United States)

    Hayes, Margaret M; Chatterjee, Souvik; Schwartzstein, Richard M

    2017-04-01

    Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit. The five strategies are: make the thinking process explicit by helping learners understand that the brain uses two cognitive processes: type 1, an intuitive pattern-recognizing process, and type 2, an analytic process; discuss cognitive biases, such as premature closure, and teach residents to minimize biases by expressing uncertainty and keeping differentials broad; model and teach inductive reasoning by utilizing concept and mechanism maps and explicitly teach how this reasoning differs from the more commonly used hypothetico-deductive reasoning; use questions to stimulate critical thinking: "how" or "why" questions can be used to coach trainees and to uncover their thought processes; and assess and provide feedback on learner's critical thinking. We believe these five strategies provide practical approaches for teaching critical thinking in the intensive care unit.

  13. The Effect of Learning Styles, Critical Thinking Disposition, and Critical Thinking on Clinical Judgment in Senior Baccalaureate Nursing Students during Human Patient Simulation

    Science.gov (United States)

    McCormick, Kiyan

    2014-01-01

    Simulated learning experiences using high-fidelity human patient simulators (HPS) are increasingly being integrated into baccalaureate nursing programs. Thus, the purpose of this study was to examine relationships among learning style, critical thinking disposition, critical thinking, and clinical judgment during high-fidelity human patient…

  14. Developing Critical-Thinking Dispositions in a Listening/Speaking Class

    Science.gov (United States)

    Ordem, Eser

    2017-01-01

    Studies on critical thinking (CT) in education have been of paramount importance in recent decades to help individuals develop skills such as analyzing, synthesizing, higher-order thinking, and assessing. In line with such studies, this study aims to examine aspects of critical thinking dispositions of Turkish adult learners of English in a…

  15. Community-Based Inquiry Improves Critical Thinking in General Education Biology

    Science.gov (United States)

    Quitadamo, Ian J.; Faiola, Celia L.; Johnson, James E.; Kurtz, Martha J.

    2008-01-01

    National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are…

  16. Investigating Predictive Role of Critical Thinking on Metacognition with Structural Equation Modeling

    Science.gov (United States)

    Arslan, Serhat

    2015-01-01

    The purpose of this study is to examine the relationships between critical thinking and metacognition. The sample of study consists of 390 university students who were enrolled in different programs at Sakarya University, in Turkey. In this study, the Critical Thinking Disposition Scale and Metacognitive Thinking Scale were used. The relationships…

  17. Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model

    Science.gov (United States)

    Roybal, Richard A.

    2012-01-01

    A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less interesting, and harder to follow. Too many essays do not reflect the use of critical thinking. This paper examines the effects of the Jane Schaffer method and the degree to which it has…

  18. The Correlation of Critical Thinking Disposition and Approaches to Learning among Baccalaureate Nursing Students

    Science.gov (United States)

    Kabeel, Abeer Refaat; Eisa, Sahar Abd El-Mohsen Mosa

    2016-01-01

    Background: Part of the 21st century skills is critical thinking and learning approaches of students. A part of that resurgence can be attributable to several studies on critical thinking, logic, and thinking skills. Health care professionals are challenged by the complexities of the health care environment. The practice of nursing requires…

  19. From Policies to Realities: Developing Students' Critical Thinking in Hong Kong Secondary School English Writing Classes

    Science.gov (United States)

    Mok, Jane

    2009-01-01

    In 1999 a critical thinking syllabus was issued by the education authority to all junior secondary school English language teachers in Hong Kong. Different from the earlier curriculum guidelines, the syllabus highlights the importance of thinking in English language teaching and learning, and developing students' critical thinking through the…

  20. Understanding and Testing for "Critical Thinking" with Bloom's Taxonomy of Educational Objectives.

    Science.gov (United States)

    Aviles, Christopher B.

    Teaching and testing for critical thinking can be a challenge for new and experienced social work educators because critical thinking has no operational definition. Bloom's Taxonomy of Educational Objectives is a tool from the wider context of education that can help new and experienced social work educators to think more precisely about what it…