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Thematische Bibliographien / Disposition toward critical thinking / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Disposition toward critical thinking“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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1

Lederer, J. M. „Disposition Toward Critical Thinking Among Occupational Therapy Students“. American Journal of Occupational Therapy 61, Nr. 5 (01.09.2007): 519–26. http://dx.doi.org/10.5014/ajot.61.5.519.

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Guven, Gokhan, und Nevin Kozcu Cakir. „THE RELATION BETWEEN TEACHERS' ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS“. Journal of Baltic Science Education 18, Nr. 5 (12.10.2019): 717–31. http://dx.doi.org/10.33225/jbse/19.18.717.

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In this research, it was aimed to explore the relation between attitude towards renewable energy sources and critical thinking disposition. For this purpose, relational survey model was used in the research. The research group consisted of 468 prospective teachers studying in faculty of education in a public university in the fall semester of 2018-2019 academic year. Renewable Energy Sources Attitude Scale in order to evaluate prospective teachers' attitudes towards renewable energy sources, and Critical Thinking Disposition Scale for evaluating critical thinking dispositions were used. In the research, the relation between the data set for attitude towards renewable energy sources comprising of variables which are application request, importance of education, country interest, environmental awareness and investments and the data set for critical thinking disposition comprising of variables which are metacognition, flexibility, systematicity, tenacity-patience, open-mindedness by the canonical analysis. As a result of the canonical correlation analysis, a significant relation was found between the attitudes towards renewable energy sources and the critical thinking dispositions and it was found that the common variance shared between the data sets was 22.23%. Keywords: renewable energy, critical thinking disposition, prospective teachers, relational survey model.

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Boonsathirakul, Jittinun, und Chakree Kerdsomboon. „The Investigation of Critical Thinking Disposition among Kasetsart University Students“. Higher Education Studies 11, Nr. 2 (06.05.2021): 224. http://dx.doi.org/10.5539/hes.v11n2p224.

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This research study aims to investigate university student’s critical thinking disposition (CTD). The sample includes 633 undergraduate students at different levels from Kasetsart University, Thailand. The analysis was based on convenience random sampling. The CTD instrument comprises 24 Likert scale. The subscales consisted of seven crucial dimensions: truth-seeking, open-mindedness, analyticity, systematicity, critical thinking self-confidence, inquisitiveness, and cognitive maturity. The cumulative percent of variance was 61.84%. Cronbrach’s alpha for the overall instrument, the disposition toward critical thinking was .78. The findings revealed that critical thinking disposition has no distinctive correlation to significant difference towards gender and the different levels of university students significantly, particularly at the level of p<.05.

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Galih, Primadhani Setyaning, und Asmadi Alsa. „Peran Interaksi Guru-Siswa dan Gaya Belajar Siswa terhadap Disposisi Berpikir Kritis dalam Pembelajaran Fisika“. Gadjah Mada Journal of Psychology (GamaJoP) 5, Nr. 2 (30.10.2019): 151. http://dx.doi.org/10.22146/gamajop.50538.

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This study aimed to empirically determine the role of teacher-student interaction and students’ learning styles in students’ disposition toward critical thinking in physics subject. Research participants were high school students of grade XI majoring in natural science. Sampling in this study was done using convenience sampling with sample size of 67 students (25 males and 42 females). Data collection method used in this study was survey using Disposition toward Critical Thinking in Physics Subject Scale, Teacher-student Interaction in Physics Subject Scale, and Learning Styles in Physics Subject Scale. Analysis of covariance with one covariate showed 1) there was a correlation between teacher-student interaction and students’ disposition toward critical thinking in physics subject (F = 37.199; ƞ2p = 0.375; p < 0.01) and 2) there was difference of disposition toward critical thinking in physics subjects between student with diverging, assimilating, accommodating, and converging learning styles (F = 6.870; ƞ2p = 0.249; p < 0.01). Post-hoc test was also done to further analyze the data. The findings are going to help improving quality of learning especially in the subject being studied by fostering wholesome teacher-student interaction and accommodating students’ learning styles.

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(Athman) Ernst *, Julie, und Martha Monroe. „The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking“. Environmental Education Research 10, Nr. 4 (November 2004): 507–22. http://dx.doi.org/10.1080/1350462042000291038.

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Ernst, Julie (Athman), und Martha Monroe. „The effects of environment‐based education on students’ critical thinking skills and disposition toward critical thinking“. Environmental Education Research 12, Nr. 3-4 (Juli 2006): 429–43. http://dx.doi.org/10.1080/13504620600942998.

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7

Kwon, Nahyun, Anthony J. Onwuegbuzie und Linda Alexander. „Critical Thinking Disposition and Library Anxiety: Affective Domains on the Space of Information Seeking and Use in Academic Libraries“. College & Research Libraries 68, Nr. 3 (01.05.2007): 268–78. http://dx.doi.org/10.5860/crl.68.3.268.

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Because both critical thinking and library anxiety have been found to play an important role in determining learning outcomes, it is possible that these two constructs are related in some way. To date, however, this link has not been empirically examined. In the present study, we have attempted to identify the nature of the association between critical thinking disposition and library anxiety among 170 graduate students. Findings revealed a negative multivariate relationship between these two sets of affective variables. Specifically, weak dispositions toward critical thinking were associated with high levels of library anxiety. Implications of the findings were discussed with respect to the approach to teaching information literacy in academic libraries.

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Seada, Abeer Mohamed, und Eman Abd ElAlim Etway. „Relationship between Staff Nurses’ Caring Behavior and Disposition Toward Critical Thinking“. Egyptian Journal of Health Care 7, Nr. 2 (01.06.2016): 56–69. http://dx.doi.org/10.21608/ejhc.2016.105176.

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Pai, Hsiang-Chu, Cheng-Joo Eng und Hui-Ling Ko. „Effect of Caring Behavior on Disposition Toward Critical Thinking of Nursing Students“. Journal of Professional Nursing 29, Nr. 6 (November 2013): 423–29. http://dx.doi.org/10.1016/j.profnurs.2012.05.006.

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Mousazadeh, Somayeh, Marzieh Momennasab, Tayyebeh Bakhtiari und Mahmoud Reisi. „Nursing Students' Disposition toward Critical Thinking and its Relationship with their Academic Performance“. Journal of Nursing Education 5, Nr. 4 (10.10.2016): 20–26. http://dx.doi.org/10.21859/jne-05043.

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11

Kiener, Michael, Kelly H. Ahuna und Christine Gray Tinnesz. „Documenting critical thinking in a capstone course: moving students toward a professional disposition“. Educational Action Research 22, Nr. 1 (11.12.2013): 109–21. http://dx.doi.org/10.1080/09650792.2013.856770.

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Mcbride, Ron E., Ping Xiang und David Wittenburg. „Dispositions Toward Critical Thinking: The preservice teacher's perspective“. Teachers and Teaching 8, Nr. 1 (Februar 2002): 29–40. http://dx.doi.org/10.1080/13540600120110556.

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Giancarlo, Carol Ann, und Peter A. Facione. „A Look Across Four Years at the Disposition Toward Critical Thinking Among Undergraduate Students“. Journal of General Education 50, Nr. 1 (2001): 29–55. http://dx.doi.org/10.1353/jge.2001.0004.

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Giancarlo, Carol Ann, Stephen W. Blohm und Tim Urdan. „Assessing Secondary Students’ Disposition toward Critical Thinking: Development of the California Measure of Mental Motivation“. Educational and Psychological Measurement 64, Nr. 2 (April 2004): 347–64. http://dx.doi.org/10.1177/0013164403258464.

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Ip, Wan Yim, Diana T. F. Lee, Iris F. K. Lee, Janita P. C. Chau, Yvonne S. Y. Wootton und Anne M. Chang. „Disposition towards critical thinking: a study of Chinese undergraduate nursing students“. Journal of Advanced Nursing 32, Nr. 1 (Juli 2000): 84–90. http://dx.doi.org/10.1046/j.1365-2648.2000.01417.x.

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Mulyana, Asep, Utari Sumarmo und Rudi Kurniawan. „The Role of Problem Solving Approach on Student’s Mathematical Critical Thinking Ability and Disposition“. (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, Nr. 3 (30.09.2018): 256. http://dx.doi.org/10.22460/jiml.v1i3.p256-267.

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This study was a pre test-post test experimental control group design having a goal to analyze the role of prior mathematics ability (PMA) and Problem Solving Approach (PSA) on student’s mathematical critical thinking ability (MCTA) and disposition (MCTD). The study involved 65 eleventh grade students, a prior mathematics ability (PMA), a MCTA test, a MCTD scale. The study found that PMA and PSA took roles on obtaining student’s MCTA and MCTD, those were the higher student’s PMA the study found the higher students MCTA and MCTD. Beside that, on MCTA and its N Gain, entirely and with low and medium PMA students getting treatment with PSA attained better grades than the grades of students taught by conventional teaching (CT); and for entirely and with medium and high PMA, student recieving treatment with PSA obtained higher grades on MCTA and MCTD than student taught by CT and those grades were at good grade level. The other findings, there was no association between MCTA and MCTD, and no interaction between PAM and teaching approaches toward MCTA and on MCTD and student learn actively during PSA

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Merkley, Cari. „Undergraduate Students with Strong Tendencies Towards Critical Thinking Experience Less Library Anxiety“. Evidence Based Library and Information Practice 4, Nr. 4 (14.12.2009): 63. http://dx.doi.org/10.18438/b8xc8z.

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A Review of: Kwon, Nahyun. “A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process.” College & Research Libraries 69.2 (2008): 117-31. Objective – To investigate the nature of the association between a student’s critical thinking disposition and the extent to which they suffer from library anxiety. Design – Standardized quantitative survey instruments and a qualitative content analysis of student essays. Setting – A state (publically funded) research university located in the southeast United States. Subjects – 137 undergraduate students enrolled in the Library and Research Skills course. Methods – Undergraduate students enrolled in the three-credit course Library and Research Skills during the spring 2006 semester were invited to participate in the study. Of 180 students registered in the course, 137 volunteered to take part. Data collection took place in the first two weeks of the semester. Participants were asked to complete two standardized survey instruments: the California Critical Thinking Disposition Inventory (CCTDI) and the Library Anxiety Scale (LAS). The purpose of the CCTDI is to “measure a person’s disposition to use critical thinking” (119). The instrument consists of seven scales: “truth-seeking”; “open-mindedness”; “analyticity”; “systematicity”; “critical thinking self-confidence”; “inquisitiveness”; and “maturity” (119). “Truth-seeking” is a commitment to seeking answers even if the process proves difficult or reveals information outside of one’s belief system, “systematicity” is defined as an organized approach to problem solving, and “maturity” is the ability to make “reflective decisions when facing ill-structured problem situations” (119). “Analyticity” refers to a subject’s ability to anticipate possible outcomes, “open-mindedness” to being open to different points of view, “critical thinking self- confidence” to a belief in one’s own critical thinking skills, and “inquisitiveness” to “intellectual curiosity” (119). Participants scored 75 items using a six-point Likert-type scale. The LAS measures levels of library anxiety by asking students to respond to 43 statements using a five-point point Likert-type scale. The LAS is designed to identify perceived roadblocks to their students’ use of the library, including “barriers with staff” or staff who are not helpful, “affective barriers” or a lack of confidence in one’s research skills, “comfort with the library,” “knowledge of the library,” and “mechanical barriers” such as equipment that is difficult to use (119). In addition, participants were asked to write a 500-1,000 word essay about their “most recent or most memorable experience of using the library and its resources to write a research a paper” (120). Quantitative data collected from the CCTDI and LAS was analyzed using statistical software and the content of the qualitative data generated by the student essays was analyzed to identify common critical thinking and library anxiety themes. Main Results – Only a small percentage (6%) of participants in the study were freshman (i.e., in their first year of study). The largest group was comprised of third year students or juniors (41.8%), followed by sophomores (27.6%) and seniors (21.6%). The participants ranged in age from 18 to 60, with an average age of 22.9 years. Over 68% percent were female. Overall, a higher percentage of study participants scored lower on the CCTDI across all seven scales than a normative sample of undergraduate students. A score below 40 on a particular scale is considered by the instrument developers to be an indication of weakness in that particular dimension of critical thinking. The participants’ mean score for each of the seven scales fell below this threshold. Areas of particular weakness were truth-seeking (82% of students scored below 40), systematicity (63% scored below 40), and maturity (55% below 40). The researcher ranked the students by their total CCTDI scores, and then divided the subjects into three equal groups. The 37 students with the highest overall CCTDI scores were labelled the strong critical thinking dispositions (CTD) group. The 37 students with the lowest overall CCTDI scores formed the weak CTD group. The mean LAS scores of participants in each group were then compared. A higher LAS score is indicative of a higher level of library anxiety. Students with strong CTD demonstrated significantly less library anxiety than those with weak critical thinking dispositions (an overall mean score of 93.03 versus 111.13). When it came to the five dimensions of library anxiety, the difference in the mean scores between the two groups was greatest for staff barriers (30.88 for participants with strong CTD versus 38.20 for those weak CTD) and affective barriers (27.24 versus 32.94). The difference in scores for anxiety arising from mechanical barriers was lower (0.83), but still statistically significant (p

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Zoller, Uri, David Ben-Chaim, SaliT Ron, Raffaele Pentimalli, SovrintendenzA Scolastica, Mura S. Chiara und Aldo Borsese. „The disposition toward critical thinking of high school and university science students: an interintra Israeli-Italian Study“. International Journal of Science Education 22, Nr. 6 (Juni 2000): 571–82. http://dx.doi.org/10.1080/095006900289679.

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19

Nurjaman, Adi, und Indah Puspita Sari. „THE EFFECT OF PROBLEM POSING APPROACH TOWARDS STUDENTS’ MATHEMATICAL DISPOSITION, CRITICAL & CREATIVE THINKING ABILITY BASED ON SCHOOL LEVEL“. Infinity Journal 6, Nr. 1 (29.01.2017): 69. http://dx.doi.org/10.22460/infinity.v6i1.223.

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The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.

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Nurjaman, Adi, und Indah Puspita Sari. „THE EFFECT OF PROBLEM POSING APPROACH TOWARDS STUDENTS’ MATHEMATICAL DISPOSITION, CRITICAL & CREATIVE THINKING ABILITY BASED ON SCHOOL LEVEL“. Infinity Journal 6, Nr. 1 (29.01.2017): 69. http://dx.doi.org/10.22460/infinity.v6i1.p69-76.

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The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.

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Walsh, Catherine M., und Robert C. Hardy. „Factor Structure Stability of the California Critical Thinking Disposition Inventory across Sex and Various Students' Majors“. Perceptual and Motor Skills 85, Nr. 3_suppl (Dezember 1997): 1211–28. http://dx.doi.org/10.2466/pms.1997.85.3f.1211.

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The factor structure of the 1992 California Critical Thinking Disposition Inventory and its stability across sex and different types of college majors were examined in this exploratory study. Participants were 499 undergraduate students (151 men, 342 women, missing data = 6) at a four-year mid-Atlantic public university, ranging in age from 18 to 54 years ( M = 23.3). Students were enrolled in majors classified as practice disciplines (nursing, education, and business) and nonpractice disciplines (English, history, and psychology). The inventory, a 75-item, forced-choice adjective checklist scale, yields seven subscores and a total score assessing the disposition toward critical thinking. Analysis indicated that, despite the small sample, the generated factor structure of the inventory was highly stable or similar for men and women for Factors I (Facione, et al. Truth-seeking) and II (Facione, et al. Open-mindedness) and was moderately stable for Factors IV (Facione, et al. Systematicity) and V (Facione, et al. Confidence). Factors III (Analyticity), VI (Inquisitiveness), and VII (Maturity) were not stable. For practice and nonpractice disciplines and for major, only Factor I was stable. The findings suggest further refinement of the inventory.

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Indrašienė, Valdonė, Violeta Jegelevičienė, Odeta Merfeldaitė, Daiva Penkauskienė, Jolanta Pivorienė, Asta Railienė, Justinas Sadauskas und Natalija Valavičienė. „The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders“. Social Sciences 10, Nr. 8 (27.07.2021): 286. http://dx.doi.org/10.3390/socsci10080286.

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Critical thinking has been more than just a part of academic rhetoric and educational practice for some time now. In the rapidly changing world of information flow, critical thinking is often identified as the goal of higher education, and in the modern labour market, the importance of critical thinking to an organisation’s success is emphasised. Critical thinking is recognised as one of the tools for the formation and development of human and social capital. Nevertheless, there is a lack of evidence about the manifestation in the labour market of the critical thinking developed at institutions of higher education. This article seeks to reveal the attitude toward the importance of critical thinking in the modern labour market and toward the responsibility for developing it from the perspective of different stakeholder groups (lecturers, students, employers and employees) (the case of Lithuania). Quantitative research methodology was chosen, using a questionnaire for data collection. It was found that in both higher education and the labour market, critical thinking is treated as a developed and dynamic competence that encompasses both cognitive skills and dispositions. All of the stakeholder groups consider inference and argumentation to be the most important critical thinking skills in the modern labour market. Critical thinking dispositions such as self-confidence and fairness are the most valued. All of the stakeholder groups delegate responsibility for the development of critical thinking to the individual. In evaluating critical thinking, no divide was established between the higher education and labour market segments. The most differences in attitudes emerged in evaluating the assumption of responsibility for the development of critical thinking.

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Mirzaie, Mojtaba, Mohsen Mirzaie und Ali akbar Ajam. „Evaluation of the Relationship between Curriculum Elements and Medical Students’ Disposition Toward Critical Thinking (Case Study: Medical Students)“. Journal of Medical Education Development 12, Nr. 35 (01.12.2019): 48–54. http://dx.doi.org/10.29252/edcj.12.35.48.

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Barın, Muzaffer. „Pre-Service Teachers’ Attitudes towards English Courses and Their Critical Thinking Skills“. World Journal of Education 9, Nr. 2 (27.03.2019): 46. http://dx.doi.org/10.5430/wje.v9n2p46.

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The aim of the current research is to reveal the relationship between pre-service teachers’ attitudes towardscompulsory English courses and their critical thinking skills. The study also investigates the effect of the participants’age, gender and department on their attitudes towards compulsory English courses and their critical thinking skills.California Critical Thinking Disposition Inventory (CCTDI) and Attitude Scale towards English Classes (ASTEC)were used as data collection instruments. 159 pre-service teachers from different departments of a public university’sfaculty of education. The results showed that there is no significant relationship between the participants’ age, genderand department and their CCTDI and ASTEC scores. According to the correlational analyses, it is found that there isno correlation between CCTDI and ASTEC scores of the participants. The results have been discussed under the lightof relevant literature and implications are presented for further research and pedagogy.

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Han, Kyoo-Hoon, und Jieun Kim. „The Use of Advertisements as Learning Materials to Enhance Critical Thinking Ability of Elementary Students“. Journal of Cognitive Education and Psychology 18, Nr. 1 (01.01.2019): 3–17. http://dx.doi.org/10.1891/1945-8959.18.1.3.

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This study devised an approach utilizing advertisements for cognitive education, particularly training to foster critical thinking ability of elementary students and conducted a field experiment to verify its educational effect. Fourteen sessions of the critical thinking education were performed over one semester geared toward elementary students in the fifth and sixth grades. Results indicated that students who received critical thinking education using advertisements made statistically significant improvements in both critical thinking skills and critical thinking dispositions, compared to students who did not receive this education. These results demonstrate that education using advertisements as learning materials can help elementary students to improve their critical thinking ability. We discussed several implications of our results for educational practice as well as directions for follow-up studies.

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Ayg�n, Sibel, und Fatih Yavuz. „The effects of critical thinking instruction through asynchronous learning tools on writing“. EduLite: Journal of English Education, Literature and Culture 5, Nr. 2 (31.08.2020): 176. http://dx.doi.org/10.30659/e.5.2.176-191.

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In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

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Nelson Laird, Thomas F. „College Students? Experiences with Diversity and Their Effects on Academic Self-Confidence, Social Agency, and Disposition toward Critical Thinking“. Research in Higher Education 46, Nr. 4 (Juni 2005): 365–87. http://dx.doi.org/10.1007/s11162-005-2966-1.

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McBride, Ron E., Ping Xiang, David Wittenburg und Jianhua Shen. „An Analysis of Preservice Teachers' Dispositions Toward Critical Thinking: A cross-cultural perspective“. Asia-Pacific Journal of Teacher Education 30, Nr. 2 (Juli 2002): 131–40. http://dx.doi.org/10.1080/13598660220135649.

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Yeh, Mei-Ling, und Hsing-Hsia Chen. „Comparison Affective Dispositions Toward Critical Thinking Across Chinese and American Baccalaureate Nursing Students“. Journal of Nursing Research 11, Nr. 1 (März 2003): 39–46. http://dx.doi.org/10.1097/01.jnr.0000347617.29413.96.

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Paans, Wolter, Walter Sermeus, Roos Nieweg und Cees van der Schans. „Determinants of the Accuracy of Nursing Diagnoses: Influence of Ready Knowledge, Knowledge Sources, Disposition Toward Critical Thinking, and Reasoning Skills“. Journal of Professional Nursing 26, Nr. 4 (Juli 2010): 232–41. http://dx.doi.org/10.1016/j.profnurs.2009.12.006.

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Carvalho-Grevious, Millicent. „Breaking the Cycle of Shame: Socratic Teaching Methods to Enhance Critical Thinking“. Journal of Baccalaureate Social Work 18, Supplement 1 (01.01.2013): 77–94. http://dx.doi.org/10.18084/basw.18.suppl-1.b17001w557j16785.

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This phenomenological study examines the process of increasing the critical thinking proficiency of academically underprepared millennial BSW students using the Paideia Socratic Seminar (PSS). This study explores both students’ dispositions toward engaging in critical thinking and what occurs when they do not fully comprehend or read course materials. Additionally, it explores how students manage the pressures of coursework and the conflict management methods they use. PSS is an innovative teaching strategy for increasing students’ critical thinking based on Socratic questioning. The setting is the author’s “Seminar in Helping” course, which is the first of five practice courses for BSW students. This course introduces the generalist intervention model of engagement, assessment, planning, implementation, evaluation, termination, and follow-up, and focuses on intellectual and social learning that increases critical thinking competency. Blackboard instructional methods supported basic knowledge instruction, and classroom discussions focused on higher-level cognitive learning.

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Hou, Yen-ju. „Employing Questioning to Cultivate Critical Thinking Dispositions and Attitudes toward Questioning: A Case Study with Taiwanese EFL Students“. International Journal of Pedagogy and Curriculum 26, Nr. 2 (2019): 1–18. http://dx.doi.org/10.18848/2327-7963/cgp/v26i02/1-18.

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Ab Latif, Rusnani. „THE STUDENTS’ PERCEPTION TOWARDS USING CONCEPT MAPPING AS A LEARNING TOOL“. Volume 2 Issue 3 2, Nr. 3 (15.07.2018): 22–29. http://dx.doi.org/10.31674/mjmr.2018.v02i03.003.

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Introduction: Nurse Educators are the main driving force in promoting the interest of nursing students to learn. The nursing education system needs to be updated and carried out research in the field of curriculum reform. Concept mapping is an innovative teaching method and can be reflected in meaningful learning. Methodology: This study involved 109 nursing students from two nursing colleges in Kubang Kerian Nursing College (Kelantan) represent East Zone and Pulau Pinang Nursing College represent North Zone. The respondents were selected using simple random sampling. The descriptive values of items were expressed as means, standard deviations, frequencies and percentages. Results: The results of this analysis show that students receive good use of concept maps in teaching and learning. Overall mean their acceptance towards concept map is 3.44. The students’ perception towards concept mapping among nursing students shows that positive-medium. Conclusion: Concept mapping is one method that aims to improve the meaningful learning among students. For this reason, nurse educators must think and reexamine the best method to teach and to empower nursing students to learning. It is because nowadays nurses need high critical thinking skills and a critical thinking disposition because everyday nurses encounter with multiple patients with the same health care needs. However, each patient responds to these needs differently.

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Aybek, Birsel. „An Examination of the Relationship Between the Critical Thinking Dispositions of Prospective Teachers and Their Attitudes Toward Multicultural Education“. Yuksekogretim Dergisi 8, Nr. 3 (01.12.2018): 282–92. http://dx.doi.org/10.2399/yod.18.012.

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Lee, Hea-Jin, und Leah Herner-Patnode. „Reflecting on Portfolio Development“. International Journal of Online Pedagogy and Course Design 1, Nr. 1 (Januar 2011): 64–78. http://dx.doi.org/10.4018/ijopcd.2011010105.

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This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

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Suh, Jennifer, Kathleen Matson, Padmanabhan Seshaiyer, Spencer Jamieson und Holly Tate. „Mathematical Modeling as a Catalyst for Equitable Mathematics Instruction: Preparing Teachers and Young Learners with 21st Century Skills“. Mathematics 9, Nr. 2 (14.01.2021): 162. http://dx.doi.org/10.3390/math9020162.

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This case study focuses on a team of teachers and students in a Lesson Study, focused on using mathematical modeling (MM) to make significant decisions to design and plan for a sustainable edible garden in their community. We examined (a) how teachers develop students’ capacity to engage in mathematical modeling, while attending to equitable teaching practices; and (b) how teachers’ view of teaching through mathematics modeling changed after unit implementation. We found that teachers were deliberate in employing specific structures, routines, and tools to attend to equitable participation, when eliciting student thinking in the modeling process. We found that teachers’ view of mathematics modeling changed as they recognized how MM allowed for (a) integration of important mathematics concepts while giving students ownership of the mathematics; (b) opportunity to assess both content and 21st century process skills; and (c) positive energy that came from both students and teachers when teaching through the use of mathematical modeling. A promising strategy for preparing our youth for rigorous mathematics and skills to solve ill-structured problems is by integrating mathematical modeling in early elementary grades to develop critical 21st century skills and a productive disposition towards problem posing and problem solving.

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Albert, Raymond T., Rachel E. Albert und Jenny Radsma. „Relationships among bilingualism, critical thinking ability, and critical thinking disposition“. Journal of Professional Nursing 18, Nr. 4 (Juli 2002): 220–29. http://dx.doi.org/10.1053/jpnu.2002.127015.

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Kilic, Ilgim, Tarkan Yazici und Sefika Izgi Topalak. „Critical Thinking Disposition of Music Teacher“. Eurasian Journal of Educational Research 17, Nr. 72 (30.11.2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.10.

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Gotow, Kazufumi, und Yasumasa Annen. „Critical thinking disposition on alexithymia space“. Proceedings of the Annual Convention of the Japanese Psychological Association 79 (22.09.2015): 1PM—037–1PM—037. http://dx.doi.org/10.4992/pacjpa.79.0_1pm-037.

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Krupat, Edward, Jared M. Sprague, Daniel Wolpaw, Paul Haidet, David Hatem und Bridget O’Brien. „Thinking critically about critical thinking: ability, disposition or both?“ Medical Education 45, Nr. 6 (12.05.2011): 625–35. http://dx.doi.org/10.1111/j.1365-2923.2010.03910.x.

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ARSLAN, Serhat, und Zeynep DEMIRTAS. „SOCIAL EMOTIONAL LEARNING AND CRITICAL THINKING DISPOSITION“. Studia Psychologica 58, Nr. 4 (2016): 276–85. http://dx.doi.org/10.21909/sp.2016.04.723.

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Shin, Hyunsook, Chang Gi Park und Hyojin Kim. „Validation of Yoon's Critical Thinking Disposition Instrument“. Asian Nursing Research 9, Nr. 4 (Dezember 2015): 342–48. http://dx.doi.org/10.1016/j.anr.2015.10.004.

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Akbaş, Yavuz. „The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”“. International Journal of Psychology and Educational Studies 8, Nr. 1 (27.01.2021): 51–74. http://dx.doi.org/10.17220/ijpes.2021.8.1.195.

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As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students’ argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students’ critical thinking disposition and argumentation activities to document students’ argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students’ argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students’ pre-test critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students’ post-test critical thinking disposition scores. Additionally, we observed that students’ argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students’ argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on “Population in Our Country” unit can be used in teaching different topics/units in order to improve students’ argumentation skills.

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Tapan-Broutin, Menekse Seden, und Sirin Ilkorucu. „Analysis of Critical Thinking Dispositions Regarding Teachers’ Schematic Representation of Resource Systems“. Journal of Education and Learning 10, Nr. 4 (24.06.2021): 129. http://dx.doi.org/10.5539/jel.v10n4p129.

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Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers’ creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes “truth-seeking”, “open-minded”, “analytic”, “systematic” and “self-confidence” were found in the schematic presentation of mathematics teacher candidates’ critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.

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Hunaepi, L. Firdaus, T. Samsuri, E. Susantini und Raharjo. „Biology prospective teachers’ critical thinking disposition and critical thinking skills of IKIP Mataram“. Journal of Physics: Conference Series 1464 (Februar 2020): 012031. http://dx.doi.org/10.1088/1742-6596/1464/1/012031.

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Safitri, Rina Mindi, Yayuk Andayani und Jamaluddin Jamaluddin. „Korelasi Kecenderungan Berpikir Kritis dengan Hasil Belajar Ipa Peserta Didik SMP Negeri Se- Lombok Barat“. Jurnal Pijar Mipa 15, Nr. 3 (01.06.2020): 219. http://dx.doi.org/10.29303/jpm.v15i3.1879.

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Disposition of critical thinking is one of the main objectives of learning in the 2013 curriculum that expects students to have characters. This study aims to analyze the correlation between the disposition of critical thinking with the learning result of IX grade students for State Junior High School in West Lombok. The sample of this study consisted of 326 students who came from 12 State Junior High School in West Lombok. The research method used is correlational with the adoption and adaptation of the California Critical Thinking Disposition Inventory questionnaire in 2010 to measure critical thinking trends, and secondary data from the documentation of each respondent school. Based on the data analysis, student's critical thinking disposition are in the “positive” category and for learning result are in the “good” category. There is a weak correlation between Disposition Of Critical Thinking with Sains Learning Result which has a correlation value 0.212.

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Park, Kwang Ok, und Mi Yu. „Effect of a Situational Module Learning Course on Critical Thinking Disposition and Metacognition in Nursing Students: A Quasi-experimental Study“. Journal of Korean Academic Society of Nursing Education 25, Nr. 2 (31.05.2019): 251–62. http://dx.doi.org/10.5977/jkasne.2019.25.2.251.

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Purpose: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. Methods: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. Results: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=-0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). Conclusion: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.

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Mohd Darby, Norazlinda, und Abdullah Mat Rashid. „Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing“. Journal of Education and Learning 6, Nr. 3 (15.05.2017): 305. http://dx.doi.org/10.5539/jel.v6n3p305.

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Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

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Facione, Noreen C., Peter A. Facione und Carol A. Sanchez. „Critical Thinking Disposition as a Measure of Competent Clinical Judgment: The Development of the California Critical Thinking Disposition Inventory“. Journal of Nursing Education 33, Nr. 8 (01.10.1994): 345–50. http://dx.doi.org/10.3928/0148-4834-19941001-05.

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Cansoy, Ramazan, und Muhammet Emin Turkoglu. „Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy“. International Education Studies 10, Nr. 6 (30.05.2017): 23. http://dx.doi.org/10.5539/ies.v10n6p23.

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The aim of this study was to examine the relationships between the pre-service teachers’ critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers’ critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

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