Thematische Bibliographien / Critical thinking

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Critical thinking“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 1. August 2024

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Zeitschriftenartikel zum Thema "Critical thinking"

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Singh, Dr N. K. „Skills of Critical Thinking“. International journal of Emerging Trends in Science and Technology 04, Nr. 05 (16.05.2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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Riddell, Thelma. „Critical Assumptions: Thinking Critically About Critical Thinking“. Journal of Nursing Education 46, Nr. 3 (01.03.2007): 121–26. http://dx.doi.org/10.3928/01484834-20070301-06.

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Tanner, Christine A. „Thinking About Critical Thinking“. Journal of Nursing Education 32, Nr. 3 (März 1993): 99. http://dx.doi.org/10.3928/0148-4834-19930301-03.

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Greenberg, Katherine H. „Thinking about Critical Thinking“. Inquiry: Critical Thinking Across the Disciplines 25, Nr. 1 (2010): 39–46. http://dx.doi.org/10.5840/inquiryctnews201025113.

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Demir, Metin, Hasan Bacanlı, Sinem Tarhan und Mehmet Ali Dombaycı. „Quadruple Thinking: Critical Thinking“. Procedia - Social and Behavioral Sciences 12 (2011): 545–51. http://dx.doi.org/10.1016/j.sbspro.2011.02.066.

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Maynes, Jeffrey. „Thinking about Critical Thinking“. Teaching Philosophy 36, Nr. 4 (2013): 337–51. http://dx.doi.org/10.5840/teachphil2013931.

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Musametov, B. „Critical Thinking“. History and Philosophy of Logic 42, Nr. 1 (02.01.2021): 97–99. http://dx.doi.org/10.1080/01445340.2021.1882784.

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Hillman, Bruce J. „Critical Thinking“. American Journal of Roentgenology 174, Nr. 4 (April 2000): 943–46. http://dx.doi.org/10.2214/ajr.174.4.1740943.

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Németh, Viktor. „Critical Thinking“. Belügyi Szemle 70, Nr. 2. ksz. (24.08.2022): 97–101. http://dx.doi.org/10.38146/bsz.spec.2022.2.6.

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Aim: The MIT Press Essential Knowledge series provides the reader with accessible, concise, yet interesting and completely up-to-date information. Till now, we have reviewed the following members of the series: Neuroplasticity, Anticorruption, Collaborative Society.Methodology: Each part was written by excellent experts on the subject, in a language understood by non-experts, too. In this way, the current research data and results in the field of each topic can be really used. Nowadays, it is not easy to find in the endless set of information obtainable on the World Wide Web those that essentially provide the fundamental knowledge on a particular topic.Findings: Critical thinking is a new trend in the fields of learning and comprehending methods. The author’s book embraces a complex mindset in front of the reader.Value: In this book of the series, Jonathan Haber provides a complex view to readers about the phenomena of critical thinking.
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Kender, Margaret G., und Joseph P. Kender. „Critical Thinking“. NASPA Journal 28, Nr. 4 (01.07.1991): 298–304. http://dx.doi.org/10.1080/00220973.1991.11072223.

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Dissertationen zum Thema "Critical thinking"

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Azar, Elif Zeynep, Çağlayan Erdönmez und Desirée Verscheijden. „Developing Critical Thinking“. Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6586/.

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Baars, Daniela, Michal Bajzík, Stanislav Pisarčík und Ines Weiser. „Developing critical thinking“. Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6579/.

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1. What does critical thinking mean? 2. Critical thinking in school 3. Critical thinking as a process 4. Analysing and evaluating the questionnaire 5. Interview with one of the students 6. Analysis and evaluation of the assignments 7. Conclusion
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Groell, Janine, Caroline Stern und Pelin Turgut. „Developing critical thinking“. Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6596/.

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1. What does Critical Thinking mean? 2. Critical Thinking as defined by EVE and other authors 3. Analysing and evaluating the questionnaire 4. Developing critical thinking with the strategies 5. Problems and solutions while developing critical thinking
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Medved’, Jakub, Tomáŝ Matisovskŷ und Maico Suijkerbuijk. „Developing critical thinking“. Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6602/.

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1. Defining critical thinking 2. The importance of thinking critically about family values 3. How to teach critical thinking 4. Strategies as a means to develop critical thinking 5. Critical thinking in the EVE lessons 6. Conclusion
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Profetto-McGrath, Joanne. „Critical thinking skills and critical thinking dispositions of baccalaureate nursing students“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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Fisher, Joyce Ann. „Critical thinking in critical care nurses“. Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036181.

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Critical care nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession. If clinical nurses do not learn how to reason effectively, they may make inappropriate decisions about their patients' care, ultimately resulting in increased patient mortality (Fonteyn, 1991). In addition, increasing nurses' decision-making and autonomy has been shown to improve job satisfaction and retention (Prescott, 1986).There are many authors who write about the need for developing critical thinking skills among practicing professional nurses (Creighton, 1984; Jenkins, 1985; Levenstein, 1981, 1983, 1984). However, research assessing the impact of continued education and clinical experience on the development of critical thinking skills is sparse.The purpose of this exploratory study is to determine if there is a relationship between the level of critical thinking skills (as measured by the Watson-Glaser Critical Thinking Appraisal Tool, 1980) in critical care nurses and the length of nursing experience, amount of continuing education pursued annually, and the level of formal nursing education completed. The conceptual framework that provides the basis for this study is Patricia Benner's (1984) application of the Dreyfus Model of Skill Acquisition to clinical nursing practice.Participants (N = 61) were obtained on a voluntary basis from the population of critical care nurses working in the intensive Care Unit, Coronary Care Unit, Cardiac Catheterization Laboratory, or Emergency Care Center of a 600 bed midwestern acute care facility. Each participant in the study was asked to sign an informed consent agreeing to participate after receiving a written and oral explanation of the study. Confidentiality of the participants was maintained by substituting identification numbers for the subjects' names on the data collection instruments. The investigator supervised the administration of the critical thinking instrument and demographic questionnaire.The Pearson product-moment correlation coefficient and a two-tailed t-test for independent samples were used to determine if there were any significant relationships between the WGCTA score and the length of critical care experience, attendance of continuing education programs, or completion of additional formal education. This data analysis supported hypothesis one with the results revealing a significant positive correlation (r = .46, p = <.001) between the WGCTA scores and the length of critical care experience. In addition, a statistically significant but weak positive correlation was found between the WGCTA scores and the length of experience in CCU (r = .52, p = .001). No significant correlation existed between the WGCTA scores and length of experience in ECC, ICU, or CCL. Hypothesis two was supported with a significant difference (t = 3.58, df = 59, p = .001) found between the critical thinking ability of the two groups, with those who have completed an additional formal program of nursing education scoring higher. A significant but weak positive correlation (r = .30, p =.020) was found between the number of continuing education programs attended annually and the WGCTA scores. Multiple regression was performed with the total WGCTA score being the dependent variable and total critical care experience, completion of additional formal education, and attendance of continuing education programs being the independent variables. Only total critical care experience entered the equation (E = 16.03, p = <.001) explaining 21% of the variance.The information gained from this study will provide direction for the review of existing orientation, continuing education, and staff development programs provided at different levels of nursing experience and make suggestions for change to enhance critical thinking skill development.
School of Nursing
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Bevan, Susan R. „Thinking culturally about critical thinking in Cambodia“. Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/1838/.

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There is concern in Western, English-speaking universities about the ability of students from some Asian countries to think critically. This concern is often related to students’ lack of participation in class discussion. The association of questioning, discussion and debate in Western approaches to critical thinking adds to this perception, and lends itself to the stereotype of the ‘passive Asian student.’ Research suggests however that there are more diverse factors than a lack of ability to show critical thinking during classroom discussion. Student second language acquisition and confidence in speaking are important, as well as the language used by lecturers and the speed at which it is spoken. Cultural context also plays a part, and students studying in another country may struggle to understand unfamiliar discussion topics or examples. Different cultural understandings of the role of the lecturer, authority and appropriate classroom behaviour are also factors which may lead to international student’s reluctance to speak in class. My research took place in a Cambodian university, with Cambodian students and a teacher from the UK. It began with a question – How do Cambodian students experience courses aimed at developing Western style critical thinking skills? I then focused on three themes: the relationship between cultural context and critical thinking; the relationship between classroom participation and critical thinking; and the improvement of teaching and learning critical thinking through better understanding of those relationships. I created a ‘community of critical thinkers’ in the classroom. This involved asking ‘thought-encouraging’ questions in class and techniques such as small group discussion where students were allowed to code-switch between languages in a controlled fashion. Students were encouraged to apply critical thinking to their own culture and society and share examples which could be used for teaching later classes. We also compared Western approaches to critical thinking with a Buddhist approach. The research focused on the experiences of teaching and learning critical thinking for both teacher and students. A methodology based on ethnology and grounded theory was utilised to collect and analyse data. My results show that given a familiar cultural context, in classes tailored to their level of English language acquisition, students participated in classroom discussion in similar, but not identical ways to their English- speaking, Western counterparts. Likewise a lack of participation did not necessarily lead to lower marks; a propensity for speaking in class was not always related to receiving a higher mark. I recommend further exploration of different cultural approaches to critical thinking in the classroom, and a re-examination of attitudes towards participation. Not speaking in class can be the result of a range of complex factors and does not mean that students are not engaged in the process of learning. I further suggest the inclusion of different cultural applications of critical thinking when teaching can be beneficial for teachers and both international and national students.
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Merriman, Carolyn S. „Promoting Critical Thinking Tests“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8424.

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Terrell, Paul E. Jr. „Journaling for Critical Thinking“. VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1341.

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This thesis describes a pretest - posttest study to increase the effectiveness of art journals at the high school level. The targeted population consisted of students in the ninth through twelfth grades in a middle class community, located in central Virginia. The visual art students were involved in the journaling (art workbook, sketchbook) process as a part of their curriculum. Following a pretest students were surveyed and adjustments were made from their input to make the art journals more effective. Often students were not picking up instructional cues introduced through demonstrations and art history integrated into the class structure. The researcher was concerned about the impact of standardized testing and the effect it was having on critical thinking. He hypothesized improved journaling techniques would facilitate the connection between class participation and student art projects.A review of the solution strategy revealed a need to adjust the number of pages required, provide more visual cues for research, and offer alternative two-dimensional design strategies. While these changes were made, the assessment tool was maintained as a consistent standard of measurement. Post intervention data indicated that adjustments to the journaling process significantly improved student's effective involvement and their scores.
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Gould, Anthony J. Laffey James M. „A strategy to scaffold critical thinking during analysis of leadership cases“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6782.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James Laffey Vita. Includes bibliographical references.
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Bücher zum Thema "Critical thinking"

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Halpern, Diane F. Thinking critically about critical thinking. Mahwah, N.J: Lawrence Erlbaum, 1996.

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Zornado, Joseph, Jill Harrison und Daniel Weisman. Critical Thinking. First Edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781138342897.

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Bowell, Tracy, Robert Cowan und Gary Kemp. Critical Thinking. Fifth Edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351243735.

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Manlove, Colin. Critical Thinking. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20194-5.

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R, Goodpaster Jeffrey, und Levine Marvin, Hrsg. Critical thinking. [Needham Heights, MA]: Pearson Custom Pub., 1999.

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Richard, Parker, Hrsg. Critical thinking. 6. Aufl. Mountain View, Calif: Mayfield Pub., 2001.

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Richard, Parker, Hrsg. Critical thinking. 9. Aufl. Boston, MA: McGraw-Hill, 2008.

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Parker, Richard. Critical thinking. Boston, Mass: McGraw-Hill, 2004.

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Richard, Parker, Hrsg. Critical thinking. 8. Aufl. Boston: McGraw Hill, 2007.

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Paul, Richard. Critical Thinking. Upper Saddle River: Pearson Education, 2007.

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Buchteile zum Thema "Critical thinking"

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Kalman, Calvin S. „Critical Thinking“. In Innovation and Change in Professional Education, 111–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_7.

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Harrison-Barbet, Anthony. „Critical thinking“. In Mastering Philosophy, 10–54. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-03589-9_2.

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Bembenutty, Héfer. „Critical Thinking“. In Encyclopedia of Child Behavior and Development, 433–34. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_733.

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Cherkassky, Lisa, Julia Cressey, Christopher Gale, Jessica Guth, Ilias Kapsis, Robin Lister, William Onzivu und Steve Rook. „Critical thinking“. In Legal Skills, 108–63. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34443-3_4.

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Davies, Martin. „Critical Thinking“. In Study Skills for International Postgraduates, 111–30. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34553-9_8.

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Pontius, Jennifer, und Alan McIntosh. „Critical Thinking“. In Critical Skills for Environmental Professionals, 35–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28542-5_4.

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Serrat, Olivier. „Critical Thinking“. In Knowledge Solutions, 1095–100. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0983-9_125.

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McComas, William F. „Critical Thinking“. In The Language of Science Education, 27. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_24.

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Marsen, Sky. „Critical Thinking“. In Professional Writing, 185–200. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-08617-4_7.

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Halpern, Diane F., und Dana S. Dunn. „Critical Thinking“. In Thought and Knowledge, 1–32. 6. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-1.

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Konferenzberichte zum Thema "Critical thinking"

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Kenyon, Tim. „Critical thinking for engineers and engineering critical thinking“. In 2016 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2016. http://dx.doi.org/10.1109/cispee.2016.7777736.

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Garvey, Gregory. „Rethinking Critical Thinking“. In 2018 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2018. http://dx.doi.org/10.1109/gem.2018.8516551.

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Khoiriyah, Umatul, Uly Pramuditya Isnaini, Rizki Fajar Utami, Nur Aini Djunet, Punik Mumpuni Wijayanti und Fajar Alfa Saputra. „Stimulating Critical Thinking Skills Through Critical Thinking Question List (CTQL)“. In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.005.

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Fikriyati, Amiq, Rudiana Agustini und Suyatno Suyatno. „Pre-service Science Teachers’ Critical Thinking Dispositions and Critical Thinking Skills“. In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.028.

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Susanti, Elsa, und Hartono. „Mathematical Critical Thinking and Creative Thinking Skills“. In the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3348400.3348408.

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Macedo Calejo, Marta, und Graça Magalhães. „Design as a Critical Research“. In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3263.

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Historically the imaginary and the hegemonic thinking, in the Western North globe has been marked by the epistemology and capitalists archetypes. Notwithstanding the design as a practice and discipline seem shielded on a simplistic discourse of functional / communicative efficiency, wandering through multiple aestheticism apparently neutral in relation to the symbolic but in fact they never are because what really happens is that the aesthetic appearance of the generated forms will always be a review of the powers ruling. We start from understanding that the act of creating an aesthetic artefact will also be a movement of inscription in a discursive platform (that precedes it) thus being itself an narrative act and representing a positioning in relation to certain symbolic reality. On the presented reflection Design is seen as a discipline and / or an instrument of action, whose operational relevance tends to question and simultaneously rehearsing a response to not just the question why but also for what? Apparently Design is a content mediator, but also, it is structure, body and idea. We think design praxis as discipline and enrolment tool for critical thought and social transformation. For guiding research in this text, we propose the following question: Can Design form an engagement with the symbolic for them in order to be an active part in the production of critical thinking in the place where it belongs? Methodologically our argument will be present in two different moments: 1. first, exploratory nature where we rescue the draw issues in the practice of design and 2. second, analytical nature concerning the subject issues (graphic and / or utility ) of design and how it incorporates formal rites, political events and social practices of contemporary everyday life. We consider the praxis of design as a discipline and critical thinking enrolment tool as agents of social transformation. With this study we seek to contribute to design’s phenomenology by studying the artefacts of configuration as well as the possible messages they convey and what impact they may have on the social network.DOI: http://dx.doi.org/10.4995/IFDP.2016.3263
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May, Richard, Jörn Kohlhammer und David S. Ebert. „Enabling Critical Analytic Thinking“. In 9th Bi-annual International Conference on Naturalistic Decision Making (NDM9). BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/ndm2009.54.

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Sontag, Marie. „Critical thinking with Alice“. In the 2009 Alice Symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1878513.1878515.

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DeLong, Marilyn. „CRITICAL THINKING IN DESIGN“. In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end023.

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Sun, Na, Chien Wen (Tina) Yuan, Mary Beth Rosson, Yu Wu und Jack M. Carroll. „Critical Thinking in Collaboration“. In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3053250.

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Berichte der Organisationen zum Thema "Critical thinking"

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Gwilliam, Jeffrey L. Critical Thinking - A Strategic Competency. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401001.

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Marsh, Melinda. Advanced Analytic Cognition: Critical Thinking. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada606648.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.
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Emilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388497.

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Feller, Amanda. Dialogue and Critical Thinking in Personal Action. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6838.

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Ruppert-Stroescu, Mary, und Mercan Hadad Derafshi. Teaching Textiles: Critical Thinking and Application of Knowledge. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1890.

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McKown, Lyndon Kyle. Improving Leadership Through Better Decision Making: Fostering Critical Thinking. Fort Belvoir, VA: Defense Technical Information Center, März 1997. http://dx.doi.org/10.21236/ada397890.

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Lee, JuYoung, und Jihyeong Son. Importance of Exploratory Writing in Critical Thinking and Learning. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-81.

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Usry, Floyd J., und Jr. How Critical Thinking Shapes the Military Decision Making Process. Fort Belvoir, VA: Defense Technical Information Center, Mai 2004. http://dx.doi.org/10.21236/ada425924.

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Drew, Christopher T. Critical Thinking and the Development of Innovative Problem Solvers. Fort Belvoir, VA: Defense Technical Information Center, Februar 2005. http://dx.doi.org/10.21236/ada464378.

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