critical thinking

  • Critical Thinking in Initial Teacher Education: Secondary Data Analysis from Ahelo GS Feasibility Study in Slovakia

    Author: Denisa Šukolová
    Author: Magdaléna Nedelová
    Year of publication: 2017
    Source: Show
    Pages: 19-29
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.01
    PDF: tner/201703/tner20170301.pdf

    The study presents a secondary analysis of the “Assessment of Higher Education Learning Outcomes, Generic Skills Strand”, the international study of critical thinking skills (OECD, 2012). National secondary analyses include a comparison of student teachers (n = 110) and students of other study programmes (n = 413) in critical thinking and investigates a potential relation of contextual characteristics with their critical thinking performance. Performance Task and Multiple Choice Questions were used to measure critical thinking skills and a Contextual Questionnaire was used to collect socio-demographic data, and subjectively evaluated characteristics related to test-taking motivation and coursework. The main results showed that student teachers scored lower in critical thinking performance than students of other study programmes.

  • Critical Thinking and Its Relationship with Social Tolerance among Students

    Author: Somayeh Najaf
    Author: Afsaneh Marziyeh
    Author: Abdulwahab Pourghaz
    Year of publication: 2017
    Source: Show
    Pages: 91-100
    DOI Address: https://doi.org/10.15804/tner.2016.45.3.07
    PDF: tner/201703/tner20170307.pdf

    The present study aimed to explain the relationship between critical thinking and social tolerance among the students of the faculty of psychology and educational sciences of Zahedan University. The study methodology was descriptive-correlational. 294 students were selected from the faculty of psychology and educational sciences of Zahedan University in BA and MA courses by the stratified sampling method by Morgan Table. For data collection, a researcher-built questionnaire of social tolerance and the critical thinking questionnaire by Ricketts were applied and the reliability of these two questionnaires by Cronbach’s alpha was 0.84 and 0.85, respectively. The results of the correlation test showed that there was a positive and significant relationship between critical thinking and political, ethnic, nationality toleration, toleration against coverage and relationship and total toleration. The stepwise regression analysis showed that critical thinking dimensions explained the variance of social tolerance.

  • Development of pupils’ critical thinking skills through journal writing

    Author: Birsen Bağçeci
    Institution: Gaziantep University
    Author: Mustafa Şenel
    Institution: Gaziantep University
    Year of publication: 2019
    Source: Show
    Pages: 129-139
    DOI Address: https://doi.org/10.15804/IFforE2019.08
    PDF: iffe/12/iffe1208.pdf

    This research was conducted in the fourth grade of a private primary school in Gaziantep in 2018-2019 academic year in order to provide pupils with critical thinking skills. This study was conducted as a qualitative case study. 23 pupils participated in the programme. In a two-month study, they were given 22 journal writing titles to improve their critical thinking skills. They wrote their journals for 5-10 minutes at the beginning of lessons. At the end of the process, the pupils and the teacher were asked to write their views about the critical journal writing programme in the form of an interview. Data were analysed by means of NVIVO 12 for Mac. According to the findings, critical thinking and writing activities positively affected the pupils’ development of critical thinking skills.

  • The Relationships Between Critical Thinking and Creativity Among University Students in Contemporary Education: Empirical Analysis of Gender Differences

    Author: Ivanna Shubina
    Institution: American University of the Middle East
    Author: Piotr Kwiatek
    Institution: Kozminski University
    Author: Atik Kulakli
    Institution: American University of the Middle East
    Year of publication: 2021
    Source: Show
    Pages: 87-98
    DOI Address: https://doi.org/10.15804/tner.21.65.3.07
    PDF: tner/202103/tner6507.pdf

    Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.

  • The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

    Author: Tusino
    Institution: Universitas Negeri Semarang
    Author: Abdurrachman Faridi
    Institution: Universitas Negeri Semarang
    Author: Mursid Saleh
    Institution: Universitas Negeri Semarang
    Author: Sri Wuli Fitriati
    Institution: Universitas Negeri Semarang
    Year of publication: 2020
    Source: Show
    Pages: 109-118
    DOI Address: https://doi.org/10.15804/tner.20.61.3.09
    PDF: tner/202003/tner6109.pdf

    This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.

  • Integration of Students’ Soft and Hard Skills in Automotive Vocational and Technical Schools

    Author: Yurii Kozlovsky
    Institution: Lviv Polytechnic National University, Ukraine
    ORCID: https://orcid.org/0000-0003-1006-0130
    Author: Magdalena Opachko
    Institution: Uzhhorod National University, Ukraine
    ORCID: https://orcid.org/0000-0003-0494-6883
    Author: Andrii Tsiupryk
    Institution: Lviv State University of Life Safety, Ukraine
    ORCID: https://orcid.org/0000-0002-2921-7778
    Author: Iryna Savka
    Institution: Ivan Franko National University of Lviv, Ukraine
    ORCID: https://orcid.org/0000-0002-3213-0921
    Year of publication: 2022
    Source: Show
    Pages: 209-219
    DOI Address: https://doi.org/10.15804/tner.22.68.2.17
    PDF: tner/202202/tner6817.pdf

    The article presents the author’s integrated course, which is directly aimed at the parallel development of students’ soft- and hard-skills who master the profession in the automotive industry. Hard skills formation requires the acquisition of professional knowledge and implementation of instructions that can be tested through the exam. In contract, softskills include general, supra-professional skills (social, intellectual and volitional competencies, sociability, teamwork skills, leadership skills, creativity, punctuality , emotion management skills, etc.). In the coming years, significant changes are forecast in the automotive industry, in the design of heat engines, aimed not only at their improvement in particular, but also at the use of fundamentally new designs and types of engines. Under such conditions, a significant number of specialists will be forced to retrain, in the process of which fundamental training, the formation of softskills in particular, should be a significant help. It is covered a long time to quantify the effectiveness of the integrated special course, and three leading softskills (critical thinking, creativity and cognitive flexibility) are identified. It is concluded that the integration of softand hard skills is an effective means of developing knowledge, skills and thinking, which contributes to improving the professionalism of professionals. The study of the proposed author’s course gives positive changes in the professional competence of future automotive professionals.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart