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
Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that ...judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size (g+) was 0.30 (p < .001). The collection was heterogeneous (p < 001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills.
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•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, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ
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. Palabras clave: Pedagogía de L2; diseño curricular; planificación de lecciones; formación de profesores This article presents a pedagogical approach to teaching Spanish as a second or additional language (L2) that aims to foster students' ability to think critically, express their ideas and build active knowledge. Based on the essential role of the teacher as a mediator and the combination of verbal language with other visual, auditory and spatial modes of representation characteristic of today's multimodal society, we explain in detail the fundamental concepts of the Pedagogy of multiliteracies as well as illustrate its implementation with a didactic unit oriented to a medium or high intermediate level. Likewise, we explain the notions of backward design, essential questions, the four pedagogical acts for the knowledge process and an evaluation proposal with formative and summative techniques. The last section of the article relates the Pedagogy of Multiliteracies to the Taxonomy of Bloom (1956), and highlights the interaction oriented to the meaningful exchange of information between learners on topics of authentic personal and social interest. Keywords: L2 pedagogy; curriculum design; lesson planning; teacher education. Cet article a pour but de présenter une approche pédagogique de l'enseignement de l'espagnol comme langue vivante 2 (LV2) ou supplémentaire, fondée sur l'encouragement de la réflexion critique, la production d'idées, et l'élaboration de connaissances actives de la part des étudiants. Partant du rôle essentiel de l'enseignant en tant que médiateur ainsi que de la conjonction du langage verbal avec d'autres modes de représentation visuels, auditifs et spatiaux caractéristiques de la société multimodale contemporaine, nous détaillons, dans un premier temps, les concepts fondamentaux de la pédagogie des littératies multiples; deuxièmement, nous illustrons sa mise en oeuvre par le biais d'une fiche didactique adressée à un niveau d'apprentissage intermédiaire ou supérieur; troisièmement, nous examinons les notions de <<rétro-planification>> (backward design) et de <<questions essentielles>>, suivies de l'analyse des quatre actes pédagogiques inhérents au processus de connaissance et d'une proposition d'évaluation composée de techniques formatives et sommatives. La dernière partie de notre article relie la pédagogie des littératies multiples à la taxonomie de Bloom (1956), tout en mettant l'accent sur la nécessité d'une interaction orientée vers l'échange significatif d'informations entre apprenants, au sujet de thèmes d'un véritable intérêt personnel et social. Mots-clés: Pédagogie L2 ; conception de programmes ; planification de cours ; formation des enseignants.
Critical Thinking Tate, Jeremy; Shuford, Tom
First things (New York, N.Y.),
02/2023
330
Journal Article
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8.
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
