Top PDF Observing Debate in Learning on Students’ Critical Thinking

Observing Debate in Learning on Students’ Critical Thinking

Observing Debate in Learning on Students’ Critical Thinking

Hair, Black, Babin, Anderson & Tatham (2006) suggest that interactions can occur if the independent variables do not carry causation separately or individu- ally. Franzoni & Assar (2009) explain learning styles combined with the selection of appropriate learning methods, hence students can learn efficiently and im- prove their learning process. Novin, Arjomand, and Jourdan, (2003) emphasize that learners are aware of the importance of exposing students to various learning styles, in addition to the style they prefer. By attending only to the style that students prefer, students strengthen their strengths and ignore their weaknesses. The results of this study underscore the importance of distinguishing learning methods that address all learning styles. Jones, Reichard, & Mokhtari (2003) conclude that learning styles play an important role in the learning process. Franzoni & Assar (2009) explain the possibility that both learning styles groups can do the same thing well with one of the learning methods. Some people learn by seeing; some learn by think- ing; some learn by saying and so on. The ways in which an individual typically acquires, retains, and re- trieves information collectively are called individual learning styles (Felder & Henriques, 1995). The rela- tionship between critical thinking and the use of direct and indirect learning methods. The findings show a statistically significant relationship between direct and indirect learning methods (Nikoopour, Farsani and Na- siri, 2011). The results of another study conducted by McCann (2006) about the relationship between learn- ing styles, learning environments and the suitability of student performance in different types of learning en- vironments.
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Impact of Problem-Based Learning on Students`Critical Thinking Dispositions, Knowledge Acquisition and Retention

Impact of Problem-Based Learning on Students`Critical Thinking Dispositions, Knowledge Acquisition and Retention

Background: The recent campaign seeks to shed light on the move to a new delivery system approach in nursing schools, where student centered learning such as problem-based learning (PBL) was introduced to replace the teacher centered learning in an effort to promote nursing students critical thinking ability, enhance their knowledge acquisition and retention, autonomy, and professional identity. Aim: to examine the impact of problem based learning on students' critical thinking dispositions, knowledge acquisition and retention. Methods: The study was used quasi-experimental design and conducted at the Nursing Administration Department, Faculty of Nursing, Mansoura University. The total number of the nursing students enrolled in the 3rd year (2011-2012) (n= 385 nursing students) Only 200 students, were agreed to participate in this study, which divided randomly into two groups. 100 students were experimental group and100 students were control group. Data was collected by using three tools: The California Critical Thinking Disposition Inventory (CCTID) questionnaire. It was developed by Facione & Facione (1992), to measure the student's disposition of critical thinking. Student guide and four ill structure scenario, It was developed by the researchers about actual or potential problems related to four managerial skills namely (motivation, manage change, leadership, and communication), and Knowledge test, which developed by the researchers, used to assess students knowledge acquisition and retention. Conclusion: There were statistical significant improvements in students` critical thinking post PBL than pre intervention. Also, self-confidence item of critical thinking had high percent of change post intervention followed by inquisitiveness and maturity. Increasing of total mean score of knowledge acquisition and retention of the experimental group than total mean score of knowledge acquisition and retention of control group. No statistical significant correlation between students` total knowledge of experimental group and their critical thinking post intervention. Recommendation: The study recommended that: Problem-based learning should be incorporated into the curriculum to encourage engagement and relatedness. Teachers should continue to incorporate strategies that employ higher-order thinking skills into the curriculum (e.g. PBL, case studies, and comprehensive projects). Instruction in the facilitation of PBL should be incorporated into teacher education programs and professional develop seminars.
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Developing Students’ Critical Thinking Skills by Task Based Learning in Chemistry Experiment Teaching

Developing Students’ Critical Thinking Skills by Task Based Learning in Chemistry Experiment Teaching

It is generally accepted that critical thinking should be an important dimension of science education (Bailin, 2002). Criti- cal Thinking (CT) should be not only educational choice, but rather an inseparable part of education. Since the world has changed quickly, it demands that education should develop studentscritical thinking at all levels rather than teaching ob- solete knowledge. The Australian Curriculum Science (2012) has one of its aims which develop students’ an understanding of the nature of scientific inquiry and the ability to use scientific inquiry methods. So many items focusing on the critical think- ing are included, for example “they develop critical and crea- tive thinking skills and challenge themselves to identity ques- tions and draw evidence-based conclusions using scientific methods.” (p. 3); “critical and creative thinking are integral to activeties that require students to think broadly and deeply us- ing skills, behaviors and dispositions such as reason, logic, re- sourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.” (p. 13); “In the sci- ence learning area, critical and creative thinking are embedded in the skills of posing questions, making predictions, speculat- ing, solving problems through investigation, making evidence- based decisions, and analyzing and evaluating evidence.” (p.
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Developing Students' Critical Thinking: A STEAM Project for Chemistry Learning

Developing Students' Critical Thinking: A STEAM Project for Chemistry Learning

The aim of this research was to develop studentscritical thinking skills through a Science, Technology, Engineering, Arts, and Mathematics (STEAM) project in thermochemistry. Project-based learning is a student-centered pedagogy that involves a dynamic classroom approach whereby students acquire a deeper knowledge through active exploration of real-world challenges and problems [21]. Application of the STEAM approach also encourages students to understand each STEAM component in a chemistry study. Learning activities integrate each of the STEAM components; science explains the concept of thermochemistry, technology describes the use of the latest technology that enables students to implement the activities, engineering describes the techniques used by students during project completion, the arts engage students' creativity in project design, and mathematics determines the formulas students will use during the learning activities. The five disciplines are integrated to create project that applies chemistry to issues in everyday life. The project required students to create a steam-powered ship by implementing the concept of thermochemistry, particularly heat, the enthalpy of standard combustion and enthalpy calculations. Five ideal criteria were identified for creating the steamship: a front, a back, a chimney, a fuel tank, and a kiln. Methanol, ethanol, and palm oils were used as fuel to run the steamship and would determine whether or not it ran successfully.
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Problem-based Learning: Developing Students' Critical Thinking

Problem-based Learning: Developing Students' Critical Thinking

The role of critical thinking is very important to survive in this era (Epstein, 2006). Teachers must create a learning situation that can help the students to develop their critical thinking skill. As in mention in Yazidi (2014) that everal learning models that can be implemented in curriculum 2013 in which most of the high school implemented, those are 1) Discovery learning; 2) Problem-based Learning; 3) Project-based Learning; 4) Contextual Learning and; 5) Cooperative Learning. The similarity amongst them is the centre of learning activity is placed on student but the most suitable one in order to build studentscritical thinking is Problem-based Learning (PBL) which can help the student to build reasoning and communication skill that necessary for success in life (Duchet al, 2001: 180). Hence, the implementation of PBL helps the teachers to create learning situation in the class when before is only focus on transferring knowledge from the teachers to the students while now it more focuses on how students construct their own knowledge based on experiences they got.
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Promoting the madrasah students’ critical thinking in language learning through project based learning using Edmodo

Promoting the madrasah students’ critical thinking in language learning through project based learning using Edmodo

Project-based learning (PBL) is a comprehensive learning where students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts. PBL is an effective and enjoyable way to learn which is needed in English language teaching at Madrasah as until recently teaching strategies commonly used cover the classical method involving lecturing, question and answer and assignments. Implementing PBL is also prospecrive to enhance studentscritical thinking. Furthermore, the issue becomes more intense when the project is related to the use of social media helpful for language learning such as Edmodo. Therefore, this study aims at answering the research problem on “How is the effectiveness of PBL to promote the studentscritical thinking in language learning?” The design chosen for this study is action research collaborating with some teachers of Madrasah Aliyah in Malang.Comprehending the way to promote studentscritical thinking in
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The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome

The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome

Abstract: This research aims to examine the effect of Problem Based Learning (PBL) model to studentscritical thinking skill and learning outcome. It was conducted on the 11 th graders of social science program at SMAN 6 Malang. The research material was the problems of demography. Research method was quasi experiment with non equivalent control group design. The data analysis used t-test technique. The research result showed that PBL learning model affected studentscritical thinking skill and learning outcome in SMAN 6 Malang. The average gain score of experimental class is 33.10, higher than control class, which is 16.24. The result of t-test analysis is 0.000 smaller than the significance of 0.05. It is suggested that PBL becomes one of aalternative teaching models that could be implemented to enhance students critical thingking skill.
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The effects of problem based learning on students' critical thinking skills

The effects of problem based learning on students' critical thinking skills

PBL programs should possess four broad outcomes. First, knowledge should be structured for effective retrieval in clinical contexts. 47 Education is most effective when students learn how to retrieve information from the basic and clinical sciences and apply what they have learned to future clinical tasks. 47 In PBL, students use their foundational knowledge to be able to answer questions and support those answers with reasoning. 47 Second, CT should be fostered by the process of PBL. 47 Problem solving skills are enhanced through repeated practice and feedback. These skills include identifying the problem, generating hypotheses, identifying learning issues and analyzing options. Students then make decisions based on sound reasoning and judgment, which must be developed while using existing knowledge to ensure that students will develop these skills for work in the clinical setting. Third, effective self-directed learning skills should be developed for continuous learning. 47 As a self-directed learner, the student can locate and use appropriate learning resources and critique those resources. These skills are necessary in a society where information changes rapidly. Finally, graduates of a PBL program should have an increased motivation for learning. 47 When students are
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The Effect of Brain Based Learning  on Improving Students Critical Thinking Ability and Self Regulated

The Effect of Brain Based Learning on Improving Students Critical Thinking Ability and Self Regulated

This research is motivated by the low ability of mathematical critical thinking and Self Regulated Cimahi 10 Public Middle School students, so that a learning approach is needed to overcome these problems. The alternative approach applied is the Brain Based Learning Model approach.The objectives of this researcher are: 1) to examine students' mathematical critical thinking skills; 2) reviewing the Self Regulated attitude of students who obtain Brain Based Learning learning with students who have expository learning; 3) examine there is a positive correlation between Critical Thinking with Self Regulated students who obtain Brain Based Learning and expository learning. The population in this study was grade VII students of SMP Negeri 10 Cimahi. The samples in this study were class VII-B (Brain Based Learning) and class VII-D (expository). The instruments used in this study were the Critical Thinking test and the student's Self Regulated questionnaire. The test used is a subjective type test (description). The way to analyze data is with IBM SPSS Statistics 18.0 for Windows. The results showed that: 1) the mathematical critical thinking ability of students who obtained learning based on the Brain Based Learning approach was better than students who gained expository learning; 2) Self Regulated attitude, students who get Brain Based Learning are better than students who get expository approach learning; 3) there is no correlation between critical thinking with Self Regulated students who obtain Brain Based Learning and expository learning.
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Conceptual framework of video learning practices to enhance students' critical thinking skills in active learning environment

Conceptual framework of video learning practices to enhance students' critical thinking skills in active learning environment

requirements of environment in this era of technology (Balasubramanian, Wilson, & Cios, 2006). As state by Simpson (2005), today children consistently play video and computer games, watch music television (MTV), keep using instant message and watch action movies. The actions on taking out of this familiar environment may impact their motivation and attention. This is because young generation nowadays demanding a new ethic or methods in teaching and learning so that the process can grab their attention to be more collaborative, global and comprehensive in the knowledge itself (Brownell, Adams, Sindelar, & Waldron, 2006).
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Critical Thinking Skills Profile of High School Students In Learning Science-Physics

Critical Thinking Skills Profile of High School Students In Learning Science-Physics

This study was a descriptive study to reveal the critical thinking skills of high school students. Giving critical thinking skill test to the students of senior high school in Makassar city with the total number of students are 200 persons. Critical Thinking Ability Test (CTAT) of Physics is structured with the following steps: (i) Adapting questions from physics book: Principle and Problems by Zitzewitz, P., W., et. al. The questions which were adapted are the questions that match with the indicators of critical thinking skills, they are; interpretation, analysis, inference, (ii) Giving to some colleagues that have background of Bachelor of education, master degree, and doctoral program, for validating readability of physics critical thinking skills question. The technique of data collecting were Critical Thinking Ability Test (CTAT) of physics to measure studentscritical thinking skill include high level cognitive processes, namely interpretation, analysis and inference through scientific procedures in order to solve the problem. While the data analysis technique used quantitative descriptive techniques.
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Design Of Mathematics Learning Module Based On Problem Based Learning To Improve Critical Thinking Ability Students

Design Of Mathematics Learning Module Based On Problem Based Learning To Improve Critical Thinking Ability Students

1 I NTRODUCTION The ability to think critically is a form of reason where an individual can increase the potential of his thoughts through a process of problem analysis and evaluation [1]. The ability to think critically is formed through disposition and ability [2]. Mathematics is one of the subjects that can improve critical thinking ability [3]. Critical thinking ability is very important in mathematics learning because to improve the quality of mathematics learning to be better and meaningful, it takes a systematic way to develop this ability through learning mathematics at school [4]. Similarly, in solving problems or the context of everyday life, critical thinking ability will encourage students to think independently [5]. According to Facione in Firdaus (2015), the most basic concepts of critical thinking are the ability of interpretation, analysis, evaluation, conclusion, explanations and seld-regulation [3]. Furthermore, Zhou et al. (2012) conducted a study that focused on efforts made to improve the critical thinking ability of middle school students in China. The analysis of the pre-test and post-test values in this study showed that students' critical thinking ability were considered low [6]. Furthermore, Fuad (2017) and Judge (2016) also found similar problems that occurred in Indonesia [7] [8]. Student's critical thinking ability can be caused by the low application of teacher-centered teaching where students act as passive participants and they are not given direct activities [9]. In this research, efforts to improve students' critical thinking ability were made by applying PBL. Problem Based Learning (PBL) is learning that is often used to increase interaction in achieving higher thinking, with one strategy using problems that are very relevant to the field of study, and student-centered [10]. Then, the problem based learning learning model was successfully implemented in junior high school studies.
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The role of critical thinking skills and learning styles of university students in their academic performance

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

Due to the importance of learning styles and critical thinking in students' academic performance, a large volume of educational research has been devoted to these issues in different countries. Demirhan, Besoluk and Onder (2011) in their study on critical thinking and students’ academic performance from the first semester to two years later have found that contrary to expectations the studentscritical thinking level reduced but the total mean of students’ scores increased. This is due to the fact that the students are likely to increase adaptive behavior with environment and university and reduce the stress during their education (1).
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Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

The active learning scale consisted of items related to collaborative learning (item no 5) and self directed- learning skills (item no 1–4, 6) (Table 4). These results are in line with Yew et al. [41], who also found that ac- tive learning in PBL was a cumulative process and was empowered by collaborative learning and self-directed learning processes. On the other hand, the inclusion of critical thinking as one of the domains in this scale also provided evidence that PBL tutorials stimulate studentscritical thinking. In PBL, students actively construct their knowledge through elaboration process [19, 32, 42]. All of the items in the critical thinking domain (Table 4) includ- ing item no 8, 9 and 13, reflect on cognitive skills applied during PBL tutorial such as questioning, analysing, and generating hypothesis. Item no 8 “I communicated my ideas clearly” includes skills in organizing ideas [43]. Item 9 “I performed the role given to me by other group mem- bers” means that each student has same responsibility to participate actively in PBL tutorial by explaining and ques- tioning, which are forms of critical thinking [44, 45]. Item 13, “I explained knowledge from the resources in my own words” is related to the skill of paraphrasing where students need to understand the information first before they explain it to others [43].
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Students’ Critical Thinking Depends On Their Cognitive Style

Students’ Critical Thinking Depends On Their Cognitive Style

Basically critical thinking depends on two dispositions [1]. First, the effort to be able to do something right, say honestly, and clearly to convince someone about their answera. Second, it depends on the evaluation process that is applied to determine the criteria in assessing the possibility of correct answers that will appear both explicitly and implicitly. Research earlier that focuses on critical thinking conclude several things. First, in the process of learning mathematics, critical thinking is an important component that students must have. This is intended so that students are able to formulate, identify, interpret and plan problem solving [2]. Second , in solving a problem, critical thinking is an individual thought process to make or draw conclusions from known information [3]. In addition there are previous studies that focus on cognitive styles that conclude several things. First, humans‘ tendencies in obtaining , processing, and organize information and present this information again based on experience possessed its called conitive style [4]. Second, cognitive style usually also describes a personality dimension that influences the attitudes, values and social interactions of each individual. However, there are no studies that reveal students' critical thinking in terms of the cognitive styles of Independent Field (FI) and Field Dependent (FD).
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The Effectiveness of Creative Thinking Training on the Critical Thinking and Media Literacy in Students

The Effectiveness of Creative Thinking Training on the Critical Thinking and Media Literacy in Students

In discussing the necessity and importance of research, it should be noted that the process of teaching and transferring science, skills, and values is one of the most important concerns in educational systems. The rele- vance of education to the human and economic development doubles the importance of this issue. One of the tried and tested ways in the evolution of the educational process is to move learning environments to learning based on creativity and thinking skills that will increase educational productivity compared to traditional methods based on preservation and evaluation. Existence an effective environment is very important tool to promote the critical thinking and media literacy. Therefore, education for students to develop creative think- ing requires students to have a clear understanding of the current situation and, in the next step, to strive for a valid philosophy of education and principles and scientific goals, and a clear picture of the optimal conditions of creative thinking. Today, it has been demonstrated that creative thinking is not a mere innate attribute, but that all humans possess this ability, and all have varying degrees of talent. In addition, factors such as skills, training, flexibility, level of knowledge and awareness, risk taking, fear of failure and failure have a significant impact on students’ creative thinking and innovation (Chemers, Hu, & Garcia, 2001). Alternatively, in the present age, students need to develop their research, problem solving, and search skills in order to deal with the fascinating developments of the Third Millennium. Clearly, to achieve these goals, heavy responsibility is placed on educational centers, especially schools. Hence, this study examines the effectiveness of creative thinking training in on critical thinking and media literacy levels in sixth-grade elementary students in Isfa- han. Results and implications of this research can provide educational authorities, school administrators and teachers with strategies to solve creative thinking problems and develop a plan for increasing their thinking. Therefore, the main question is whether creative thinking training is effective on studentscritical thinking and media literacy levels.
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Curricular Impact on Learning Approaches and Critical Thinking Skills of Medical Students

Curricular Impact on Learning Approaches and Critical Thinking Skills of Medical Students

The study design was longitudinal, conducted during the period of September 2012 to July 2013 after obtaining permission from the Institutional Ethics Committee. R-SPQ-2F was administered to the first year MBBS students (n = 229) at the beginning (pre-test) and at the end (post-test) of first year to measure the change in learning approaches over the course. Questions on physiological basis for a particular phenomenon were designed to test studentscritical thinking ability (e.g. [a] Why goiter is seen in primary hypothyroidism?; [b] Why pulmonary congestion is found in congestive cardiac failure?). The scores obtained by the students in these critical thinking questions as well as the total score in the essay component of four assessments in physiology (A1, A2, A3 and A4) were compiled.
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The Effects of Debate Instruction Through a Flipped Learning Environment on Critical Thinking Skills of Thai High School Students

The Effects of Debate Instruction Through a Flipped Learning Environment on Critical Thinking Skills of Thai High School Students

The second factor that improves the studentscritical thinking skills after implementing the DIFLE study under the flipped learning approach is the flexibility in terms of learning time. According to Black, Harrison, Lee, Marshall & William (2004), teachers in traditional classrooms are restricted by the provided class time, and thus must teach at a certain pace, and such a pace may not be suitable for all students. However, with the emergence of technology, the flipped learning environment approach is possible, with multi-purpose smart-phone devices enabling students to gain access to the online videos with their own pace. This means that each students will be able to self-learn and self-study at their own pace without being bound to the pace of the traditional classroom itself, which ultimately mirrors flexible environment in the pillars of the flipped classroom by Flipped Learning Network (2014). Students in the open-ended questionnaire mentioned that liked this system, as they had control over their own learning place and can study at home. Moreover, students in the focus-test group has also said that “not only has DIFLE made me
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Developing Critical Thinking Skills of Students in Mathematics Learning

Developing Critical Thinking Skills of Students in Mathematics Learning

Efforts should be made on an ongoing basis using various methods and appropriate learning methods in developing the critical thinking skills (Rajendran, 2010). One method that can help students to develop critical thinking is a method of problem-based learning (PBL) (Krulik & Rudnick, 1995; Herman, 2006). This method gives students the opportunity to make the exploration, investigation and problem solving (Arends, 2007; Gallagher, 1997). Therefore, PBL was believed to help students generate new knowledge and also encourage students to think critically through a variety of processes to solve problems. Mathematics learning can develop critical thinking skills in mathematics require complex mathematical tasks that can encourage higher order thinking skills (Henningsen & Stein, 1997). High level mathematics problems that involve thinking, analysis, synthesis can stimulate students' critical thinking skills (Krulik & Rudnick, 1995; Aizikovitsh & Cheng, 2015). Thus the complex problem-solving activities will enhance students' understanding and can apply the knowledge built in the new situation (Henningsen & Stein, 1997). Most of the teachers use the textbooks only that involve low-level thinking skills such as memorizing facts (Tobin & Gallagher, 1987). Therefore, there is necessary learning material covering complex issues to support the development of mathematical critical thinking skills in the classroom.
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Analysis Of The Attitudes And Critical Thinking Of Elementary School Students On Thematic Learning

Analysis Of The Attitudes And Critical Thinking Of Elementary School Students On Thematic Learning

The data collection process in this study included the distribution of questionnaires and questions to primary school students grades 4, 5, and 6. The instruments used were questionnaires and OHRCT. The questionnaire is a list of questions given to others who are willing to answer (respondents) according to user requests [37]. In this study, this study uses a questionnaire instrument and semi-open interviews, using a Likert scale of 5 (five), and uses structured interviews to strengthen quantitative data. Students' attitudes towards cultural values are the social implications of thematic attitudes, attitudes towards thematic inquiry, and the enjoyment of thematic learning, whereas for students' critical thinking adapted from Oliver-Hoyo Rubric for Critical Thinking (OHRCT). OHRCT was developed by Oliver-Hoyo [38] and obtained a Cronbach alpha reliability coefficient of 0.84, which has six indicators, namely abstract, organization, information sources, content, relevance, and presentation. Then to process the data, SPSS 21 is used to find descriptive statistics. Descriptive statistics are presented in summary frequencies, such as mean, mode, median, minimum, maximum, and standard deviation [38]. Below this is the category of attitude questionnaires in thematic, among others, very good, good, enough, not good, and not very good, like table 1:
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