This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum (CTAC) at hypothetical Alpha College, employing a rigorous detailed ...conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific critical thinking. Subject-matter departmental and other units will make long-range plans for incorporating critical thinking in varying amounts in subject-matter courses, culminating in a written Senior Thesis/Project involving investigating, taking, and defending a position, which reinforce critical thinking abilities and dispositions and increase subject-matter knowledge. Teaching approaches used in the program are involving and based on the principle, “We learn what we use.” Both summative and formative assessment are employed as appropriate. Coordination and support are extensive. Objections and concerns are discussed, and alternatives, including possible transitions, are considered. An extended review of research supports moving toward CTAC.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
•Definitions of critical thinking consist of different skills and dispositions.•Definitions of critical thinking focus more on skills and not enough on dispositions.•The most frequently emphasized ...CTD are open-mindedness and skepticism.•The most frequently emphasized CTS is evaluating information by different criteria.
This study aims to determine pre-service teachers’ cognitive structures and conceptual definitions for the concept of critical thinking, thereby revealing their perceptions about it. Document analysis, one of the qualitative research approaches, was employed in the study. The study group consists of 161 pre-service teachers from different departmental programs of a state university in Turkey (primary school teaching, mathematics education, science education, Turkish education, social sciences education and psychological counseling and guidance education) enrolled in the ‘Critical and Analytical Thinking’ elective course in the fall and spring semesters of the 2021–2022 academic year. A form consisting of open-ended questions prepared by the researchers was used as a data collection tool. The first part of the form consists of a word association test used to reveal pre-service teachers’ cognitive structures about critical thinking and the relations between the concepts in this structure while the second part involves an open-ended question in response to which they can write their original definitions for critical thinking. Content analysis method was used to analyze the data obtained from the form. The analysis showed that the pre-service teachers had rich cognitive structures for the definition and content of critical thinking, that they preferred to describe the concept of critical thinking as skill-based in their definitions and did not include critical thinking dispositions in their definitions as much as skills, although they emphasized many critical thinking dispositions in the word association test, that their definitions were consistent with the definitions in the literature, and that their perceptions of critical thinking were relevant to the nature of critical thinking.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Este artículo presenta un enfoque pedagógico para la enseñanza del español como lengua segunda o adicional (L2) que tiene como objetivo fomentar la capacidad de los estudiantes para pensar de manera ...crítica, expresar sus ideas y construir un conocimiento activo. Tomando como base el papel imprescindible del docente como mediador y la combinación del lenguaje verbal con otros modos de representación visuales, auditivos y espaciales característicos de la sociedad multimodal actual, detallamos los conceptos fundamentales de la Pedagogía de las multiliteracidades (Pedagogy of multiliteracies) e ilustramos su puesta en práctica con una unidad didáctica orientada a un nivel intermedio medio o alto. Asimismo, explicamos las nociones de planificación hacia atrás (backward design), preguntas esenciales (essential questions), los cuatro actos pedagógicos para el proceso del conocimiento y una propuesta de evaluación con técnicas formativas y sumativas. La última sección del artículo relaciona la Pedagogía de las multiliteracidades con la Taxonomía de Bloom (1956), y destaca la interacción orientada al intercambio significativo de información entre los aprendientes sobre temas de auténtico interés personal y social.
Critical Thinking Tate, Jeremy; Shuford, Tom
First things (New York, N.Y.),
02/2023
330
Journal Article
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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Critical Thinking and Learning Mason, Mark
Critical Thinking and Learning,
2009, 2008, 2008-04-23, 2009-02-18
eBook, Book Chapter
By introducing current debates in the field of critical thinking and posing new questions from contributing scholars, Critical Thinking and Learningexamines the received wisdom in the field of ...critical thinking and learning.Examines the different perspectives in the field of critical thinking and learningProvides insights into critical thinking by posing new questions from contributing authorsIntroduces cross-cultural viewpoints into the dominant 'western'-based educational viewpointHighlights differences among a variety of thinkers in the field
Background and Aim: Among the goals of contemporary education of students is openness to diversity, challenging their own beliefs and values, and learning from diversity so that citizens can be ...active and responsible and willing to accept challenges and have more comprehensive and complex views of the world and social relations. Have. This research was conducted with the aim of investigating the antecedents and factors influencing critical thinking and the consequences of students' critical thinking. Methods: The exploratory qualitative research method is a content analysis type with an interview tool. The statistical population of the research was based on valid articles of critical thinking literature and conducting interviews with 21 expert professors, experts, managers and teachers who are proficient in cognitive education and critical thinking until reaching theoretical saturation, and the method of data analysis was qualitative. And it was done by coding concepts, sub-category and main category in MAXQDA2020 software. Results: Antecedents affecting critical thinking include: cognitive education, cognitive conflict, questioning and problem solving, problem-based learning, and project-based learning. The consequences of critical thinking include: modifying measures for sustainable education, empowering students, cognitive learning and rational judgment. Conclusion: The results showed that cognitive training, cognitive conflict, questioning and problem solving, problem-based learning, and project-based learning are effective on critical thinking and cause the consequences of reforming measures for sustainable education, empowering students, cognitive learning, and rational judgment
The McGill Simulation Complexity Score Deban, Melina; Deckelbaum, Dan; Bader, Bader Al ...
Canadian journal of surgery,
04/2023, Volume:
66, Issue:
2
Journal Article
Peer reviewed
Background: In medical education, simulation can be defined as an activity in which an individual demonstrates skills, procedures and critical thinking using interactive mannequins in a setting ...closely resembling the clinical environment. To our knowledge, the complexity of trauma simulations has not previously been assessed. We aimed to develop an objective trauma simulation complexity score and assess its interrater reliability. Methods: The McGill Simulation Complexity Score (MSCS) was designed to address the need for objective evaluation of the complexity of trauma scenarios. Components of the score reflected the Advanced Trauma Life Support approach to trauma. The score was developed to take into account the severity of trauma injuries and the complexity of their management. We assessed interrater reliability at 5 highfidelity simulation events. Interrater reliability was calculated using the Pearson correl ation coefficient (PCC) and the intraclass correlation coefficient (ICC). Results: The MSCS has 5 categories: airway, breathing, circulation, disability, and extremities or exposure. The scale has 5 levels for each category, from 0 to 4; level increases with complexity, with 0 corresponding to normal or absent. Cases designed to lead to cardiac arrest, regardless of whether or not the trainee has the ability to resuscitate the simulated patient and regardless of the level of each category, are automatically assigned the maximum score. Between 3 and 9 raters used the MSCS to grade the level of complexity of 26 scenarios at the 5 events. The mean MSCS was 10.2 (range 3.0-20.0). Mean PCC and ICC values were both above 0.7 and therefore statistically significant. Conclusion: The MSCS for trauma is an innovative scoring system with high interrater reliability. Contexte : Dans le contexte de la formation medicale, la simulation peut se definir comme une activite au cours de laquelle une personne demontre ses habiletes, pose des gestes et exerce son jugement critique en se servant de mannequins interactifs dans un environnement qui imite de pres la realite clinique. A notre connaissance, la complexite des simulations en traumatologie n'avait encore jamais ete evaluee. Nous avons voulu mettre au point un indice de complexite objectif des simulations en traumatologie et en evaluer la fabilite interevaluateurs. Methodes : L'indice McGill de complexite des simulations (IMCS) a ete concu pour repondre au besoin d'evaluer objectivement la complexite des scenarios en traumatologie. Les elements de l'indice faisaient echo a l'approche dite des soins avances de reanimation traumatologique. L'indice a ete concu de maniere a tenir compte de la gravite des traumatismes et de la complexite de leur prise en charge. Nous avons mesure la fabilite interevaluateurs de 5 evenements simules en haute-fidelite. La fabilite interevaluateurs a ete calculee a l'aide du coefficient de correlation de Pearson (CCP) et du coefficient de correlation intraclasse (CCI). Resultats : L'IMCS compte 5 categories : voies respiratoires, respiration, circulation, incapacite et membres ou exposition. Pour chaque categorie, il y a une echelle a 5 niveaux allant de 0 a 4; le niveau augmente en fonction de la complexite, 0 corres pondant a une situation normale ou a l'absence de probleme. Les scenarios concus pour mener a l'arret cardiaque, independamment de la capacite du stagiaire a proceder a une reanimation sur le mannequin et independamment de chaque categorie, recoivent d'emblee le score maximum. De 3 a 9 evaluateurs ont utilise l'IMCS pour classer le niveau de complexite de 26 scenarios pour les 5 evenements. L'IMCS moyen a ete de 10,2 (ecart 3,0-20,0). Le CCP et le CCI ont tous deux ete superieurs a 0,7 et donc statistiquement significatifs. Conclusion : L'IMCS en traumatologie est un systeme de classification novateur dote d'une grande fabilite interevaluateurs.