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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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Wielgus, Margot D. „Critical-Reflective Thinking: A Phenomenology“. UKnowledge, 2015. http://uknowledge.uky.edu/philosophy_etds/6.
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This dissertation formulates and describes a type of thinking called critical-reflective thinking. Examples of critical-reflective thinking appear in the works of many major Western philosophical figures, including the main thinkers considered here, Plato, Martin Heidegger, Hannah Arendt, and Henry David Thoreau. Although this list of thinkers is eclectic, these philosophers come together in describing a common phenomenon, although they do not thematically designate or explain it. Their works illustrate a type of thinking in which people are invited by prompting events to consider their presuppositions—notions they have taken as true without prior consideration. I have deemed this phenomenon “critical-reflective thinking” to emphasize its dimensions of self-reflection and critical consideration. By exploring examples from the works of the authors listed above (among others, such as Ralph Waldo Emerson, Hans-Georg Gadamer, and Elaine Scarry), I formulate critical-reflective thinking as a specific phenomenon.
In Chapter One, I formulate this important type of human thought by describing its occurrence, especially the invitation of the prompt and the disclosure and examination of presuppositions. In Chapter Two, this dissertation explicates the value of taking part in this type of thinking. Since critical-reflective thinking allows people to consider previously unreflective aspects of their understanding (i.e. presuppositions), by taking part in critical-reflective thinking, people stand to grow in self-awareness and become liberated to new possible ways of seeing the world and going about life. Given the value of such growth and liberation, it is important to explore how humans can develop the practice critical-reflective thinking. Chapter Three explores strategies for cultivating critical-reflective thinking. Plato, Heidegger, Arendt, and Thoreau suggest five such strategies: spending time in solitude, taking leisure, developing an open attitude, practicing wakeful attentiveness, and acquire virtues such as humility, courage, and fortitude.
Formulating and exploring the phenomenon of critical-reflective thinking not only provides a theory of a type of thinking, but also describes an important aspect of human experience. This dissertation encourages readers to consider their own experiences of thinking. It also poses the challenge of leading a more examined life by critically-reflecting on notions we often take as given.
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Brown, Ken. „Education, culture and critical thinking“. Thesis, University of Aberdeen, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388942.
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The recent movement to enhance critical thinking through education is not entirely new. However, it differs from an earlier tradition which was concerned broadly with the historical origins and social ramifications of critical thought. The terms of reference of the current 'thinking skills debate' are more narrowly restricted to the objectives and methods of contemporary education systems and there is a characteristic tendency to adopt features of individual psychology and 'cognitive science'. Even where such conceptual perspectives are not made explicit, there is widespread commitment to the idea that it is possible to identify general skills of thought and teach them successfully. Various programmes maintain this commitment, despite a paucity of evidence that the 'skills' thus identified transfer readily between 'cognitive domains'. A powerful and controversial counter-argument has been advanced against this conception of critical thinking skills. The main thrust of 'domain-theory' is that the 'generalist' position is incoherent; thinking skills are specific to subject-matters of 'domains' of thought, and cannot be abstracted from them, a conclusion said to be preordained by the logic of language and thought. The present thesis is that this counter-argument is substantially correct as a refutation of the theoretical basis of many current aspirations for the introduction of 'thinking skills' programmes into education. Formal representations and generalised accounts of thinking fail to address the open-endedness and creativity of genuinely critical thought. Domain-theory falters, however, in its attempt to interpret logically self-authenticating modes of thought. They are not distinguished by seamless, internal logics or methodologies, nor are they radically distinct from common modes of discourse. Indeed, specialised disciplines derive their intelligibility from this common ground of evolving linguistic meaning and imagery. It is from this, rather than from within the constraints of 'logical domains' that some of the most innovatory developments occur; the perception of analogy; the 'thought-experiment' with revolutionary implications for established theory. Paradigms of this kind have universal significance for the elucidation of critical thought.
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Merriman, Carolyn S. „Developing Critical-Thinking Test Questions“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8413.
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Merriman, Carolyn S. „Critical Thinking and Test-Writing“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8423.
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Merriman, Carolyn S. „Critical Thinking and Test-Writing“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8429.
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Moore, Tim. „Critical thinking and the disciplines /“. Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/4230.
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Ververi, Olga. „Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking“. Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.
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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge comprises a 'truth-talk'. Hence, I view the EDC programme textbooks as a 'truth-talk' . about the social and political reality, having at its core the concept of citizenship. I regard the EDC programme textbooks as an 'interlocutor' within the educational process who holds a superior epistemological position in comparison to the teacher and exerts power on her. Based on case studies, I examine how two citizenship education teachers in Greece, interpret the EDC texts, process the meaning and proceed to critical thinking constructing their subjective versions of truth about the political and social reality. I record the way they structure and manage a discussion in the classroom and I conclude that their teaching practice is defined by their subjective versions of truth which are nevertheless objectively false. I emphasise the power relations in the classroom where teachers hold a superior position to the students and I conclude that teachers comprise the [mal 'truth-tellers'. I thus stress teachers' ethical obligation regarding what kind of 'truth' they import in the classroom. This involves both the EDC programme knowledge of citizenship - which I evaluate as a pseudo 'truth talk' - and their own 'truth-talk' consisting of knowledge, discourses, ideological, philosophical and theoretical trends which do not enable them to effectively restore the truth. Consequently, I argue that teachers should be in constant evaluation of their critical thinking processes and I suggest the concept of the 'Sociology of Critical Thinking'.
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Hendricks, Lucia Elizabeth. „Critical thinking : perspectives and experiences of critical care nurses“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71821.
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Thesis (MCurr)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The increasingly complex role of the critical care nurse in an intensive care environment demands a much higher level of critical thinking and clinical judgment skill than ever before. Critical thinking in nursing practice may be defined as the cognitive ability to analyse, predict and transform knowledge, ensuring quality nursing care. To reason from a nurse’s perspective requires that we learn the content of nursing; this includes the concepts, ideas and theories of nursing. The aim and objectives of the study were to explore critical care nurses’ perspectives and experiences with regards to the concept of critical thinking, facets influencing the application of critical thinking skills in clinical practice and how these impact on the delivery of quality nursing care. A qualitative approach, using a case study design was utilised. A sample of six participants, who met the study inclusion criteria and consented to participate, were interviewed individually. Subsequently, five of these six participants took part in a focus group discussion to capture additional data to clarify and enrich the individual interview data. A field worker was present during the interviewing processes to note non-verbal data and later verify transcribed data. Feasibility of the proposed study was established by conducting a pretest which elicited relevant information. Ethical approval for the study was obtained from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences, Stellenbosch University. Permission and consent was obtained from the relevant hospital group to interview nurses working in the intensive care units. Qualitative content analysis, which focuses on the content or contextual meaning, was used to analyse interview data. Coding of the data through emergent themes and sub-themes was done by the researcher and supported through independent coding to verify and strengthen the analysis and interpretation of the researcher. . The results depicted how the participants personally understood the concept of critical thinking and the components influencing the application of critical thinking skill in clinical practice. The study of the participants’ perspective of the concept of critical thinking and portrayed how they experience analytical and independent thinking, competence and confidence, as well as knowledge, skill and expertise, to influence the quality of patient care. The data revealed several themes that facilitated critical thinking in critical care nurses. These themes were ‘team support’, ‘experience and exposure’ and ‘empowering the mind’. Emergent themes elaborating the limitations of critical thinking included ‘being stressed’, ‘professional boundaries’ and ‘being busy’. Several recommendations and suggestions for future research were offered.
AFRIKAANSE OPSOMMING: Die toenemende komplekse rol van die kritieke-sorgverpleegster in ’n intensiewe-sorg omgewing verg ’n veel hoër vlak van kritiese denke en ’n kliniese oordeelvaardigheid as ooit tevore. Kritiese denke in ’n verplegingspraktyk kan gedefinieer word as die kognitiewe vermoë om te kan analiseer, om vooruit situasies te kan bepaal en die vermoë om kennis te omskep sodat kwaliteit verpleegsorg verseker kan word. Om soos ’n verpleegster te kan dink, stipuleer dat die inhoud van verpleging geleer moet word wat konsepte, idees en teorieë daarvan insluit. Die doel en oogmerke van die studie is om die ervarings en perspektiewe van kritieke-sorgverpleegsters te ondersoek, met betrekking tot die konsep van kritiese denke, fasette wat die toepassing van kritiese denkvaardighede in ’n kliniese praktyk beïnvloed en die impak daarvan op die lewering van kwaliteit verpleegsorg. Die metodologie wat toegepas is, is ’n kwalitatiewe benadering deur middel van ’n gevalle-studie ontwerp. ’n Steekproefgrootte van ses deelnemers wat aan die inklusiewe kriteria voldoen het, is mee onderhoude individueel gevoer en daarna is met vyf van hierdie ses deelnemers in ’n fokusgroep onderhoude gevoer ten einde data op te neem wat andersins verlore kon geraak het. ’n Veldwerker was teenwoordig gedurende die proses van onderhoudvoering om die opgeneemde en getranskribeerde data te verifieer. Die data-insamelingsinstrument is in die vorm van ’n onderhoudsgids ontwikkel om die navorser gedurende die onderhoudvoering te help. ’n Loodsondersoek is uitgevoer om die haalbaarheid van die voorgestelde studie te ondersoek en is sodoende geskep om relevante inligting te onthul. Etiese goedkeuring vir die studie is verkry van die Gesondheidsnavorsing Etiese Komitee aan die Fakulteit van Geneeskunde en Gesondheidswetenskappe, Universiteit Stellenbosch. Goedkeuring en toestemming is van die hospitaalgroep aan wie die hospitaal behoort verkry, waar die studie onderneem is om sodoende onderhoude te kan voer met verpleegsters wat in die intensiewe-sorgeenhede werk. ’n Primêre, kwalitatiewe inhouds analise is gebruik om omderhoud data te analiseer wat fokus op die inhoud of kontekstuele betekenis daarvan. Kodering van die data deur die toepassing van die temas en sub-temas wat voorgekom het, is deur die navorser gedoen. Die data is onafhanklik gekodeer om die analise en interpretasie van die navorser te verifieer en te bekragtig ten einde die akkuraatheid en getrouheid in die formulering van die betekenis en interpretasie van gebeure met juiste weergawe daarvan, te verseker. Die resultate wat as hooftemas vanuit die individuele onderhoude voortgespruit het, asook die van die fokusgroep het die deelnemers se eie begrip van die konsep van kritiese denke en komponente wat die toepassing van kritiese denkvaardigheid in ’n kliniese praktyk beïnvloed, getoon. Die konsep van kritiese denke het die wyse waarop analitiese en onafhankilke denke, bevoegdheid en selfvertroue, asook kennis, vaardigheid en kundigheid die kwaliteit van pasiëntsorg beïnvloed, uitgebeeld. Die voortkomende data het daartoe aanleiding gegee dat die faktore wat die fasilitering en beperking van kritiese denke beïnvloed, bespreek kon word. Data rakende fasilitering het getoon hoedat die ondersteuning van die span, ervaring, blootstelling en die verruiming van die gees, kritieke-sorgverpleegsters positief kan beïnvloed om kritiese denke in hulle daaglikse verplegingsaktiwiteite effektief te kan toepas. Data wat verband hou met beperkings het getoon hoedat stres, professionele kwessies en besigwees kritieke-sorgverpleegsters negatief kan beïnvloed in die toepassing van kritiese denke gedurende daaglikse verplegingsaktiwiteite. Verskeie aanbevelings vir toekomstige navorsing is voorgestel.
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Danvers, Emily. „Re-thinking criticality : undergraduate students, critical thinking and higher education“. Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61114/.
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Critical thinking is closely aligned with the higher in higher education – as a core element of ‘graduateness' and a cornerstone of the mission of higher education institutions. Yet while critical thinking is very much ‘part of the furniture' in the teaching and learning landscape of higher education, I argue that behind this seemingly good, everyday intellectual value lies further complexity and this research re-thinks how critical thinking is a highly contextualised and embodied set of practices. My fieldwork involved qualitative research with first-year undergraduate students at a research-intensive UK university. I conducted 3 months of loosely structured observation of students in their weekly lectures and seminars for a compulsory module. I focused on two cohorts of students – named as a professional – or applied social science subject and a more traditional academic social science discipline. I also interviewed 15 of these students at the beginning of their first year at university and conducted focus groups with 4 of these students at the end of their first year. These research encounters explored how undergraduate students understand what critical thinking means, what it requires, what it makes possible and its role in their studies, lives and futures. These data were then analysed using a critical, feminist sociological theoretical framework, informed by post-structural and new materialist theorisations. It drew specifically on the theoretical insights offered by Karen Barad and Sara Ahmed and how the connections and clashes in their work offer generative potential for re-thinking critical thinking. I argue that a specifically feminist analysis of critical thinking allows both a deeper exploration of how critical thinking legitimates itself through different bodies, as well how it gets constituted through higher education's structures of power and inequality. The thesis makes four analytical claims. Firstly, rather than critical thinking representing a cognitive act by reasoned, detached bodies, this thesis explores how it emerges both through the web of social, material and discursive knowledge practices that constitute critical knowledge and with different bodies that enact it. Instead of understanding pedagogical practices in higher education as fixed and stable, I highlight how the experience of critical thinking shifts in accordance with the social, embodied and relational contexts in which one is entangled at any particular moment. Secondly, I explore how critical thinking is an intensely affective experience. Students appeared to feel their way through complex affects of both desiring the transformative power of criticality whilst also wishing to resist it and apply it selectively as a consequence of its negativity. Such concerns over embodying the right kind of critical persona, demonstrate how becoming a critical thinker is not a simplistic act of thought and action but deeply affective processes of becoming critical. Thirdly, critical thinking is not undertaken by generic ‘critical beings' but critical bodies located in the particularities of their social characteristics and differences and the multiple intersecting impacts of these upon their own experiences. Critical thinkers are not neutral subjects but gendered, classed and raced beings and becoming a critical thinker is inseparable from the ways bodies are unequally positioned in the academy. Finally, this thesis explores how neoliberal higher education produces an increasingly narrow economic vocabulary for talking about education's value and values and a limited grammar for understanding the contextual and contingent nature of critical thinking.
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Selman, Mark R. „Critical thinking, rationality, and social practices“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/41453.
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Critical thinking is a widely shared educational goal which has been granted
more explicit attention than ever in recent years. Five major approaches to this
area of educational concern have been influential to the development of
educational practices, research programs, and conceptualization in the field. Three
of these approaches (the 'process' or basic skills approach, the problem solving
approach, and the logic approach) are found to be based on unfounded
assumptions about the nature of reasoning and thinking, and inadequate attention
to the purposes which make critical thinking such a widely accepted educational
goal. A fourth (the information processing approach) is found to involve instances
of reductionism which render incoherent many of the terms with which we
understand and assess our own reasoning, and that of others. The fifth approach
(the multi-aspect approach associated with Robert Ennis) is not so essentially
flawed, but is found to contain some significant problems. Most notably there is
a problem with fixing the reference of 'mental abilities' (which is essential for
the issue of generalizability of critical thinking abilities) and with understanding
the relationship between judgment and the other aspects of critical thinking.
It is argued that writers in the field of critical thinking generally have tried to
purchase objectivity for their conceptions by connecting them with the ideal of
disengaged knowledge, either as exemplified by the study of formal logic or the
natural sciences. It is argued that, in contrast with this approach, we ought to
recognize that values and value judgments are at the heart of critical thinking. The ideal of disengagement tends to interfere with our understanding of thinking
as a normative (rule-governed) activity grounded in our social practices. This
thesis argues for the adoption of a realist position with regard to values, an
expressivist understanding of language, an interpretive stance toward the study of
rationality, and a social constructivist conception of rules. Some consequences of
these positions for instruction, teacher preparation, and future research are suggested.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Eklöf, Anders. „Project work, independence and critical thinking“. Doctoral thesis, Högskolan Kristianstad, Avdelningen för Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12138.
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This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.
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Kraus, Katharina Teresa. „Psychological knowledge in Kant's critical thinking“. Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648591.
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Merriman, Carolyn S. „Critical Thinking & Test-Item Writing“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8443.
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Monteleone, Chrissoula. „Critical mathematical thinking in young students“. Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/cb06753760247f43b88bfde14ea04bc78463c1734aa47d3ca60129d4d5e7c8ec/2879980/Monteleone_2021_Critical_mathematical_thinking_in_young_students.pdf.
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The aims of the study were to investigate critical mathematical thinking in young students, and teaching actions/questions that help these young students exhibit their critical mathematical thinking. A key finding was the conceptualisation of a Critical Mathematical Thinking Framework for Young Students. This framework (a) articulates the key characteristics young students exhibit as they engage in critical mathematical thinking, and (b) can be used by teachers to help them identify critical mathematical thinking within the classroom context. Additionally, specific teacher questions that support young students to exhibit critical mathematical thinking were delineated. The study determined that teachers play a pivotal role in supporting young students to exhibit their critical mathematical thinking.
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Чернець, М. О. „The importance of critical thinking skills“. Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7237.
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Combs-Orme, T., Donna J. Cherry und T. Leffman. „Learning Through Writing: Critical Thinking Exercises“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7656.
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McCarthy, Christine L. „Probabilistic reasoning and teaching critical thinking /“. The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319373.
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Wedemalm, Manfred. „Learning platform for training critical thinking“. Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448542.
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Carter, Amanda. „Measuring Critical Thinking in Midwifery Students“. Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376220.
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Well-developed critical thinking skills are essential for autonomous midwifery practice but
strategies to develop these skills are often not made explicit in undergraduate education.
There is a dearth of studies investigating the development of critical thinking in
undergraduate midwifery students and no published tools that specifically measure critical
thinking in relation to midwifery practice.
This program of work aimed to evaluate and measure midwifery students’ critical thinking
skills in preparation for autonomous midwifery practice. The thesis is presented as a series
of published and unpublished works, comprising of six sequential and interlinked studies
with five overarching aims.
The methodology used in this body of work was a sequential mixed methods design, where
the data and results from one study provided a basis and direction for the next study. Initially,
a pilot study examined the effectiveness of an innovative assessment item involving root
cause analysis on the development of critical thinking abilities of undergraduate midwifery
students. Although the results indicated that this assessment item increased critical thinking
skills, only participants’ perceptions were measured and there was no validated measure of
critical thinking. There was also no baseline and post-intervention measure of critical
thinking to demonstrate causal effects of the teaching intervention.
In recognition of the need to use robust, reliable and valid tools to measure critical thinking,
the second study involved a systematic review of the literature. This review aimed to identify
an appropriate tool to measure critical thinking in midwifery. The review is presented in two
publications on 1) the reliability and validity of tools used to measure critical thinking in
nursing and midwifery undergraduate students; and 2) the efficacy of teaching methods
used to improve critical thinking in nursing and midwifery undergraduate education. These
systematic literature reviews found no measures specifically for midwifery and no tools that
measured the application of critical thinking in midwifery practice. Conclusions of the
reviews established the need to develop discipline specific instruments to explicitly measure
the application of critical thinking in midwifery practice. Given the complexity of critical
thinking in midwifery practice, a multimethod approach to the measurement of students’ critical thinking was chosen.
The next three studies involved the development, piloting and testing of three tools designed
to measure critical thinking in midwifery practice for undergraduate midwifery students. The
tools were named the Carter Assessment of Critical Thinking in Midwifery (CACTiM) -
(Preceptor/Mentor, Student, and Reflection). Psychometric testing of the three tools during
each pilot study provided preliminary evidence that all tools were reliable and valid measures
of critical thinking skills in midwifery practice.
The final study aimed to further establish the validity and reliability of the three CACTiM
tools. A matched cohort of students (n = 55) was used. Positive correlations were found
between the three scales and student characteristics, including Grade Point Average, year
level and previous qualifications. Results also indicated good reliability and concurrent
validity.
Critical thinking skills are vital for safe and effective midwifery practice. Assessment of
midwifery students’ critical thinking development throughout their degree program makes
these skills explicit, and could guide teaching innovation to address identified deficits.
Adopting a multimethod approach to the measurement of critical thinking in midwifery
captures the complexity of critical thinking in midwifery practice, and provides students with
useful and objective feedback from multiple sources. The use of reliable, valid and freely
available tools promotes and facilitates ongoing research into the development of critical
thinking in education and practice. It is therefore recommended that the three CACTiM tools
are implemented routinely and used in the longitudinal measurement of students’ critical
thinking development throughout midwifery education programs. The tools could also be
used to measure critical thinking for midwifery graduates and midwives in practice. Further testing of these tools with a larger, more diverse student sample is recommended.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing & Midwifery
Griffith Health
Full Text
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Agren, Kathleen L. „Teaching for thinking critical thinking in diverse secondary social studies classrooms /“. Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Agren_K%20MITThesis%202007.pdf.
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Valero-Silva, Néstor. „A critical history of the origins of critical systems thinking“. Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:10470.
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This thesis provides a critical history of the origins of Critical Systems Thinking (CST). Its theoretical framework is based upon a detailed analysis of the work of the French philosopher Michel Foucault. It is aimed at demystifying CST's claims of pursuing some "neutral" human interests, while arguing that CST's origins are grounded on managerial interests and practices. After providing a comprehensive review of Foucault's ideas, it examines the main approaches found in the history of the management sciences. It shows how each new management approach made its contribution by producing a new type of worker according to changing historical circumstances; a worker that is increasingly supposed to freely and democratically pursue his/her own interests, which "coincidentally" follow those of the management. It also discusses how different strands of systems thinking, such as OR and soft systems, were produced to support these managerial paradigms. Finally, it examines the role that current managerial techniques, as exemplified by TQM, have played in the production of CST in the 1980s. In this context, it argues that CST's role in modern organisations is to contribute to the refinement of current managerial techniques. CST's discourse is portrayed, thus, as contributing to the masking of the micro-techniques of normalisation present in contemporary organisations.
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Husband, Gregg. „An analysis of critical thinking skills in computer information technology using the California Critical Thinking Skills Test“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husbandg.pdf.
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Kristensson, Martin. „Critical Thinking in the Classroom : Using Fiction and the Topic of Global Warmingto Develop Critical Thinking Skills“. Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24730.
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The main purpose of this essay is to show the importance of teaching critical thinking. Thisessay looks at how teachers can use a topic such as global warming, where critical thinking isrequired, in the classroom to improve the general knowledge of their students and also theirability to learn. This will be done with help of two books, Forty Signs of Rain by Kim StanleyRobinson and State of Fear by Michael Crichton.In society it is the school’s responsibility to prepare children for their future, to make themable to adapt to society and cooperate with other people. In order to prepare the children,communication between the students themselves has to work, but more importantly thecommunication between the teachers and the students have to work. This essay argues thatteachers have a responsibility to create an environment that gives the students the opportunityto practice their communication skills.
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Ennis, Theresa R. „Assessing and enhancing critical thinking skills: Enhanced Peer Review (EPR) with CAT instrument : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /“. Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=68&did=1338860341&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255013411&clientId=28564.
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Martin, Gwen A. „"Thinking the truth"“. Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Loewen, Evelyn. „Changes in teachers' conceptions of critical thinking“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31895.
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This study investigated the changes in teachers' conceptions of critical thinking
as they implemented a new curriculum resource that was based on a critical
thinking approach. It described the teachers' ideas about the purposes for,
benefits of, problems encountered while, and conditions requisite to teaching
critical thinking. It also took into account the changes in teachers' conceptions of
critical thinking within the unique context of a faith-based independent school.
The school was located in a large metropolitan district in British Columbia.
Three intermediate teachers (grades five and six) in one elementary school were
interviewed at the beginning, middle and end of the implementation period to
gather their perceptions about teaching critical thinking while using the new
materials. The interview transcripts were analyzed for indicators of change for
each teacher's conception of teaching critical thinking, and then analyzed for
similarities and differences between the teachers' reported experiences.
It was found that the first year teacher, who was very knowledgeable about the
new resource through her university training, experienced change by way of
disappointment from unmet expectations and struggled to implement the critical
thinking pedagogy and curriculum content due to various complexities associated
with being a beginning teacher. Another teacher with a dozen years of
classroom experience enthusiastically implemented the new unit and was highly
focused on the execution of the lessons. She, however, did not invest time in
reviewing the introductory information where the critical thinking conception and
pedagogical approach were explained. Consequently, her conception of critical
thinking and pedagogy did not change significantly. The third participant had
twenty-six years of experience in the study school and possessed a basic
understanding of critical thinking. She was hesitant to be involved in
implementing a new curriculum resource because she anticipated being
stretched professionally. Ultimately, she experienced ongoing changes in her
conception of critical thinking that affected various aspects of her work as a
classroom teacher. All three participants indicated the value of teaching critical
thinking in tandem with the faith perspective that is integrated into all aspects of
the curriculum at this particular independent school.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Carmichael, Christine (Erst). „Exploration of critical thinking in environmental subjects“. University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/420.
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This qualitative research study investigated the expression of critical thinking in environmental subjects at university level in Australia. It also explored the strategies used by lecturers to encourage student critical thinking. Initially an open-ended questionnaire was sent to lecturers and tutors in universities across Australia and the responses from thirty participants were analysed thematically. From these participants semi-structured interviews were arranged with six lecturers and eight students from three different universities. The third phase of the research process involved analysing subject outlines and student assignments. Findings were triangulated to create a picture of the teaching and learning practices of critical thinking in this field. The three cases of Environmental Science, Environmental Engineering and Environmental Law were identified as having some common yet distinctively different themes in relation to critical thinking. In each discipline area three broad approaches to the expression of critical thinking were identified: scientific/technical, paradigmatic and reflective. The scientific/technical approach in science was most concerned with critique of experiments and studies, in engineering with problem solving and in law with the technical aspects of language and application of the law. The paradigmatic approach included critical analysis of the different theories, frameworks and paradigms of each subject. The reflective approach to critical thinking included students’ self evaluation of their learning within a specific subject. Notable differences between the three cases were the types of strategies used by lecturers to encourage student critical thinking. The Environmental Science lecturers were more inclined to use a wide variety of strategies, including provision of written material about critical thinking with critical thinking identified in marking criteria, discussion in class and guided exercises. The Environmental Engineering lecturers placed more emphasis on discussion in class than on providing written materials. The Environmental Law lecturers predominantly focused on the strategy of debating in class for the development of student critical thinking. The findings of this study are significant in providing support for the argument that development of critical thinking is subject specific rather than generic. This calls into question the use of generic skills testing for university graduates as a reliable measure of their ability to think critically in their field. The findings indicate that it is necessary for subject lecturers to be explicit with students about their expectations regarding critical thinking, particularly in relation to assessment. Findings suggest guidelines for lecturers including strategies and attitudes that encourage or hinder student critical thinking. Findings also suggest that the nature of the field of environmental and sustainability subjects lends itself to developing critical thinking, which is considered to be important.
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Myrick, Florence. „Preceptorship and critical thinking in nursing education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ34815.pdf.
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Goforth, David. „Peitho, a tool to support critical thinking“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/NQ44868.pdf.
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Carmichael, Christine. „Exploration of critical thinking in environmental subjects /“. Electronic version, 2006. http://epress.lib.uts.edu.au/dspace/handle/2100/420.
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Wong, Yin-chong Yvonne. „Liberal studies students' conceptions of critical thinking“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039997.
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Wong, Yin-chong Yvonne, und 黃燕莊. „Liberal studies students' conceptions of critical thinking“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039997.
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Feuerstein, Mira. „Media literacy in support of critical thinking“. Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250247.
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Merriman, Carolyn S. „Writing Test Questions That Promote Critical Thinking“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8427.
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Feller, Amanda Elizabeth. „Dialogue and Critical Thinking in Personal Action“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4962.
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A common criticism of U.S. citizens today, whether as voters or students or workers, is that they are "lazy and apathetic". It is important to explore the validity of this criticism. This thesis begins with the premise that there are two prerequisites for citizenship in a democracy: (1) that citizens be willing to participate and (2) that citizens are able to participate. The purpose of this research is to examine a particular set of perspectives regarding social conditions which consistently impact the two aforementioned prerequisites. This examination addresses social conditions that undermine a person's ability to participate meaningfully and it addresses perspectives on alternative social conditions which support personal action. Included in this set of perspectives are relevant concepts and ideas derived from Socrates, John Locke, Karl Marx, Anthony Giddens, and Michael Lerner. These prominent thinkers provide likely, but not exclusive examples of how certain themes commonly emerge regarding social conditions and their relationship to communication. Each of these sources, in different ways and to different degrees, demonstrates how social conditions commonly encourage ideology that can undermine personal action. Additionally, each theorist indicates the need for dialogue and critical thinking to penetrate these social conditions and ideologies, thus providing the keys to encouraging personal action. Once established, the potential for dialogue and critical thinking is discussed with regard to several important social arenas and systems of American culture: mass media, education, the workplace, and government. The true test of whether or not Americans are willing to participate depends upon the nature and extent of their ability to participate. As the promotion of dialogue and critical thinking is necessary to assure the second, an exploration of these capacities is necessary to begin assessing the first.
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Reid, Helen. „The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2505/.
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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools.
This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model.
A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college.
With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status.
The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.
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Pendergrass, Lynne M. „Shifting Their Thinking: Using Visual Images to Encourage Critical Thinking in Young Learners“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707300/.
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The purpose of this qualitative inquiry is to explore critical visual literacy in a first grade classroom at a private school. This case study design focuses on students learning how to take a critical stance by focusing on the visual images, children's picture books, and visual arts masterpieces. The research question guiding this study is: How does a visual literacy approach using inferential and critical questioning support first graders' development of critical literacy? Four social issue topics were discussed which were exploring difference, bullying, poverty and global issues. The students engaged in conversations on each topic that were prompted by a specific set of questions to invite a critical stance. This study encouraged multimodality as it opened up a space to make thought visible in ways that go beyond printed words. The students were able to demonstrate their thinking and understanding by sharing their voice on the various topics through writing, art, music or acting. The inclusion of art was a valuable tool for building a deep understanding of self and others. Findings from this study support the development of social empathy in students and can be linked to morality theory and moral education. The study points to the significance of visual images and art in the development of agency in students while also initiating a change in how students approach all texts. Additionally, this study supports the use of inference as a tool for critical literacy with visual images. This approach to the curriculum encouraged students to become critically aware of the messages in their everyday worlds. The goal was for the students to develop a confident voice that can speak back to a text.
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Curry, Jason Mark. „THE DEVELOPMENT AND CONTENT VALIDATION OF THE ORGANIZATIONAL SUPPORT FOR CRITICAL THINKING INVENTORY (OSCTI)“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1496.
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This study sought to develop and validate content for the Organizational Support for Critical Thinking Inventory (OSCTI). Six focus group subject matter experts participated in a workshop guided by the techniques and procedures outlined in stage one of the Smith, Milberg, and Burke (1996) instrument development and validation process to develop draft items for the OSCTI. Benson and Clarke (1982) techniques were also utilized to establish content validity and focus group participants assumed the role of expert judges by participating in an electronic survey to rank the relative importance of all draft items produced by the individual members of the focus group. To test reliability, the OSCTI was administered on a sample of forty-three (n=43) participants from the Minnesota Office of Higher Education via an electronic survey. The Chronbach Alpha method was used to estimate the proportion of variance and a reliability coefficient of 0.97 resulted. A new fundamental and powerful concept of Organizational Support for Critical Thinking was newly defined in this study. This concept is embedded in the OSCTI, along with constructs of perceived organizational support (receptivity and valuing contributions) and critical thinking dimensions based on Dr. Richard Paul’s 35 Dimensions of Critical Thought. The OSCTI can be used by organizations to determine the extent to which it supports employees’ use of critical thinking in the workplace. Further construct validity and confirmatory factor analysis should be completed on different populations to further define organizational support for critical thinking and establish the predictive qualities and generalizability of the OSCTI.
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Jenkins, Sheryl D. Padavil George Gardner Dianne C. „Exploring critical thinking within nursing education a comparison of nursing scholars in Thailand and the United States /“. Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196650.
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Thesis (Ph. D.)--Illinois State University, 2005.Title from title page screen, viewed September 26, 2006. Dissertation Committee: George Padavil, Dianne Gardner (co-chairs), James Palmer, Norma Kelly. Includes bibliographical references (leaves 190-198) and abstract. Also available in print.
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Ford, Carole. „Educating preservice teachers to teach for an evaluative view of knowledge and critical thinking in elementary social studies“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/NQ36638.pdf.
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