Relevant bibliographies by topics / Critial thinking

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Critial thinking'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Critial thinking"

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Mahmudah, Afifah Akhlaqul, Sukamti Sukamti, and M. Anas Thohir. "Kemampuan Guru dalam Pembuatan Soal Higher Order Thinking Skills (HOTS) pada Pembelajaran Tematik Muatan IPA SD Kelas Tinggi." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 3, no. 2 (February 4, 2023): 159–72. http://dx.doi.org/10.17977/um065v3i22023p159-172.

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Abstract: The Industrial Revolution 4.0 has an impact in all aspects including the world of education. Students are required to master various skills, including critical thinking. So, it is necessary to hold regular exercises in order to continue to train students' critical thinking skills. The teacher's role in providing facilities must be supported by adequate abilities, including in preparing HOTS questions to train students' critical thinking skills. This study aims to describe the ability of teachers in making questions, teachers' perceptions ofquestions HOTS, the obstacles encountered, and the solutions applied by teachers to overcome obstacles in the preparation of HOTS questions in thematic learning, especially in science content. The method used is Mix Methods. The results showed that the ability of high-grade teachers in preparing HOTS Science questions was included in the good category. This is indicated by the percentage of the results of the analysis of the suitability of the questions with the guidelines for the preparation of the HOTS questions, showing the percentage is above 50 percent, which means that the teacher's ability in preparing HOTS questions is included in the good category. Abstrak: Revolusi Industri 4.0 berdampak dalam semua aspek termasuk dunia pendidikan. Peserta didik dituntut menguasai berbagai macam keterampilan termasuk critial thinking. Maka, perlu diadakan latihan secara teratur guna terus melatih kemampuan berpikir kritis peserta didik. Peran guru dalam penyediaan fasilitas harus didukung dengan kemampuan yang memadai, termasuk dalam menyusun soal HOTS guna melatih kemampuan berpikir kritis peserta didik. Penelitian ini bertujuan untuk mendeskripsikan kemampuan guru dalam pembuatan soal, persepsi guru tentang soal HOTS, hambatan yang ditemui, dan solusi yang diterapkan oleh guru untuk mengatasi hambatan dalam penyusunan soal HOTS pada pembelajaran tematik khususnya pada muatan IPA. Metode yang digunakan ialah Mix Methods. Hasil penelitian menunjukkan bahwa kemampuan guru kelas tinggi dalam menyusun soal HOTS IPA sudah termasuk dalam kategori baik. Hal ini ditunjukkan dengan persentase hasil analisis kesesuaian soal dengan pedoman penyusunan soal HOTS menunjukkan persentase diatas 50 persen yang artinya kemampuan guru dalam menyusun soal HOTS termasuk dalam kategori baik.
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Singh, Dr N. K. "Skills of Critical Thinking." International journal of Emerging Trends in Science and Technology 04, no. 05 (May 16, 2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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Saiz, Carlos, Leandro S. Almeida, and Silvia F. Rivas. "¿Puede ser evaluado el pensamiento crítico de forma breve?" Psico-USF 26, spe (2021): 139–48. http://dx.doi.org/10.1590/1413-8271202126nesp13.

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Resumen El objetivo de la investigación ha sido validar una versión breve de la prueba completa de pensamiento crítico (PC) PENCRISAL, en español y portugués. Aquí se presenta la primera. Esta versión breve consta de 2 factores, con 3 ítems cada uno. Un factor evalúa argumentación general, y el otro las formas de razonamiento más empleadas a diario. Además, ambos factores evalúan indirectamente la toma de decisiones y la solución de problemas, gracias a la naturaleza de los ítems, en los que se plantean problemas cotidianos que se deben resolver y, en ocasiones, hay que tomar decisiones. El análisis factorial confirmatorio nos ofrece índices de ajuste adecuados que avalan la estructura de la versión breve del test presentado. Los coeficientes de fiabilidad y validez son razonablemente robustos, lo que hace que esta prueba sirva a los objetivos de investigación establecidos.
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Kilic, Ilgim, Tarkan Yazici, and Sefika Izgi Topalak. "Critical Thinking Disposition of Music Teacher." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.10.

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Can, Şendil, and Güliz Kaymakçı. "ÖĞRETMEN ADAYLARININ ELEŞTİREL DÜŞÜNME EĞİLİMLERİ." e-Journal of New World Sciences Academy 10, no. 2 (April 17, 2015): 65–83. http://dx.doi.org/10.12739/nwsa.2015.10.2.1c0633.

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Abdullaeva, Barno, Dilsora Abduvaliyeva, Nigora Ruzikulova, Nargiza Yusupova, and Nazira Ishbaeva. "Developing Critical Thinking and Problem- Solving Skills." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 937–41. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201237.

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Kertaeva, Zaure Saparali qizi. "CRITICAL THINKING ORIENTED TEACHING IN ENGLISH CLASSES." Frontline Social Sciences and History Journal 02, no. 04 (April 1, 2022): 71–76. http://dx.doi.org/10.37547/social-fsshj-02-04-07.

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Today, critical thinking oriented teaching in English classes is highly promoted as it provides the ability to recognize and defend personal views on certain issues, the ability to find new ideas and critically analyze problems, participate in debates, the ability to rethink actions and arguments, to foresee the possible consequences of further actions. In order to develop the critical thinking of students, the teacher should activate students’ learning, choose interesting topics to develop internal motivation, use strategies and techniques to enable students to comprehend, compare and evaluate the issues during class. This article presents the use of technology of developing critical thinking through reading and writing during English classes.
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Rasulova, Z. D. "TECHNOLOGIES FOR TEACHING STUDENTS TO CRITICAL THINKING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (April 1, 2022): 40–43. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-09.

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The article addresses issues such as creating new insights in students through critical thinking, helping them to rebuild their previous knowledge and imaginations, and creating a broad basis for longterm understanding of new information.
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Roman, Alina Felicia. "THEORETICAL APROCH OF CRITICAL THINKING IN EDUCATION." Journal Plus Education 30, no. 1/2022 (May 1, 2022): 10–16. http://dx.doi.org/10.24250/jpe/1/2022/afr/cn.

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We have chosen this research topic because we believe that critical thinking has a key role in the formation and development of self-assessment capacity. Critical thinking takes information, evaluates it and processes it so that it can be understood and form its own point of view. In order to develop this type of thinking for young school-age students, it is necessary to approach the activities specific to this age, activities that are understandable to students, that will arouse their interest. The student who forms his critical thinking will more easily understand mathematical problems, understand a text and analyze it without having to resort to mechanical memory. Because through critical thinking new information and knowledge is accumulated, voluntarily, thus, an own opinion will be formed. If the student comes to have his own opinion which he supports through valid arguments, he will become able to decide for himself.
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Antonio-García, Heriberto, and J. Martín Castro-Manzano. "Un modelo para estudiar la apropiación de pensamiento crítico." ENSAYOS. Revista de la Facultad de Educación de Albacete 2, no. 36 (December 18, 2021): 17–32. http://dx.doi.org/10.18239/ensayos.v36i2.2865.

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El pensamiento crítico, como asignatura y como desiderátum, es importante en nuestros sistemas educativos actuales, por lo que sus objetivos y métodos alcanzan a cubrir diferentes estratos institucionales, políticos y filosóficos, prácticamente a nivel global. En el caso de México, la Universidad Veracruzana ha implementado un plan de estudios de pensamiento crítico desde 1999; sin embargo, en 2016 una investigación mostró que solo el 3.9% de las y los estudiantes que realizaron una prueba de pensamiento crítico obtuvieron una calificación aprobatoria. Como esta es una situación problemática que necesita explicación, una pregunta que se ha sugerido es en qué medida la falta de un perfil natural dentro del profesorado podría estar impactando en tan bajas tasas de aprobación. Así pues, con este problema en mente, el objetivo de esta contribución consiste en presentar un modelo para analizar algunas relaciones relevantes entre el perfil docente y la apropiación de pensamiento crítico.
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Dissertations / Theses on the topic "Critial thinking"

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Azar, Elif Zeynep, Çağlayan Erdönmez, and 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, and 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, and 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, and 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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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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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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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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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.
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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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Books on the topic "Critial thinking"

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European, Institutul, ed. Between critical thinking and literary critical thinking: Între gândirea critică și gândirea critico-literară. Iași: Institutul European, 2013.

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

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

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

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

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Richard, Parker, ed. Critical thinking. 6th ed. Mountain View, Calif: Mayfield Pub., 2001.

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Richard, Parker, ed. Critical thinking. 9th ed. Boston, MA: McGraw-Hill, 2008.

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

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Richard, Parker, ed. Critical thinking. 8th ed. Boston: McGraw Hill, 2007.

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

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Book chapters on the topic "Critial thinking"

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

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

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

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

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

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

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

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

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

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

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Conference papers on the topic "Critial thinking"

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

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Historically the imaginary and the hegemonic thinking, in the Western North globe has been marked by the epistemology and capitalists archetypes. Notwithstanding the design as a practice and discipline seem shielded on a simplistic discourse of functional / communicative efficiency, wandering through multiple aestheticism apparently neutral in relation to the symbolic but in fact they never are because what really happens is that the aesthetic appearance of the generated forms will always be a review of the powers ruling. We start from understanding that the act of creating an aesthetic artefact will also be a movement of inscription in a discursive platform (that precedes it) thus being itself an narrative act and representing a positioning in relation to certain symbolic reality. On the presented reflection Design is seen as a discipline and / or an instrument of action, whose operational relevance tends to question and simultaneously rehearsing a response to not just the question why but also for what? Apparently Design is a content mediator, but also, it is structure, body and idea. We think design praxis as discipline and enrolment tool for critical thought and social transformation. For guiding research in this text, we propose the following question: Can Design form an engagement with the symbolic for them in order to be an active part in the production of critical thinking in the place where it belongs? Methodologically our argument will be present in two different moments: 1. first, exploratory nature where we rescue the draw issues in the practice of design and 2. second, analytical nature concerning the subject issues (graphic and / or utility ) of design and how it incorporates formal rites, political events and social practices of contemporary everyday life. We consider the praxis of design as a discipline and critical thinking enrolment tool as agents of social transformation. With this study we seek to contribute to design’s phenomenology by studying the artefacts of configuration as well as the possible messages they convey and what impact they may have on the social network.DOI: http://dx.doi.org/10.4995/IFDP.2016.3263
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Kenyon, Tim. "Critical thinking for engineers and engineering critical thinking." In 2016 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2016. http://dx.doi.org/10.1109/cispee.2016.7777736.

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

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

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

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

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May, Richard, Jörn Kohlhammer, and David S. Ebert. "Enabling Critical Analytic Thinking." In 9th Bi-annual International Conference on Naturalistic Decision Making (NDM9). BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/ndm2009.54.

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

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

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

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Reports on the topic "Critial thinking"

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

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

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

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

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

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

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

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

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

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

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