Relevant bibliographies by topics / Disposition toward critical thinking

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Academic literature on the topic 'Disposition toward critical thinking'

Author: Grafiati

Published: 25 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Disposition toward critical thinking"

Lederer, J. M. "Disposition Toward Critical Thinking Among Occupational Therapy Students." American Journal of Occupational Therapy 61, no. 5 (September 1, 2007): 519–26. http://dx.doi.org/10.5014/ajot.61.5.519.

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Guven, Gokhan, and Nevin Kozcu Cakir. "THE RELATION BETWEEN TEACHERS' ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS." Journal of Baltic Science Education 18, no. 5 (October 12, 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, and Chakree Kerdsomboon. "The Investigation of Critical Thinking Disposition among Kasetsart University Students." Higher Education Studies 11, no. 2 (May 6, 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, and Asmadi Alsa. "Peran Interaksi Guru-Siswa dan Gaya Belajar Siswa terhadap Disposisi Berpikir Kritis dalam Pembelajaran Fisika." Gadjah Mada Journal of Psychology (GamaJoP) 5, no. 2 (October 30, 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, and Martha Monroe. "The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking." Environmental Education Research 10, no. 4 (November 2004): 507–22. http://dx.doi.org/10.1080/1350462042000291038.

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Ernst, Julie (Athman), and Martha Monroe. "The effects of environment‐based education on students’ critical thinking skills and disposition toward critical thinking." Environmental Education Research 12, no. 3-4 (July 2006): 429–43. http://dx.doi.org/10.1080/13504620600942998.

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Kwon, Nahyun, Anthony J. Onwuegbuzie, and 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, no. 3 (May 1, 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, and Eman Abd ElAlim Etway. "Relationship between Staff Nurses’ Caring Behavior and Disposition Toward Critical Thinking." Egyptian Journal of Health Care 7, no. 2 (June 1, 2016): 56–69. http://dx.doi.org/10.21608/ejhc.2016.105176.

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Pai, Hsiang-Chu, Cheng-Joo Eng, and Hui-Ling Ko. "Effect of Caring Behavior on Disposition Toward Critical Thinking of Nursing Students." Journal of Professional Nursing 29, no. 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, and Mahmoud Reisi. "Nursing Students' Disposition toward Critical Thinking and its Relationship with their Academic Performance." Journal of Nursing Education 5, no. 4 (October 10, 2016): 20–26. http://dx.doi.org/10.21859/jne-05043.

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Dissertations / Theses on the topic "Disposition toward critical thinking"

Badenhorst, Douw Hendrik. "Technology teachers’ disposition towards critical thinking in terms of their habits of mind." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/80461.

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The South African Department of Basic Education (2011) has articulated the need for learners to think critically. The development of critical thinking skills has therefore been explicitly included in various education policies, such as the National Curriculum Statement Grades R-12. Technology, a relatively new subject in South African schools, provides many opportunities to foster critical thinking skills through, for example, problem solving. Technology offers a wide spectrum of problems – ranging from well-structured to illstructured problems. Well-structured problems are constrained problems with convergent solutions and are the most commonly found problems in schools and universities, but ill-structured problems have multiple possible solutions and solutions paths, which often lead to uncertainty about, for example, the concepts, rules, and principles required to solve the problem. This is particularly true with regard to teaching technology, where there is the added complexity resultant from the designing of solutions (artefacts) to ill-structured problems. This calls for teachers with certain habits of mind, who will be able to nurture a positive disposition toward critical thinking in learners. Facione (2000) points out that engendering the desire to use critical thinking as a means of problem solving prepares the ground for teaching and learning critical thinking skills. Teachers, however, must be willing to use these opportunities to cultivate critical thinking skills in the classroom. While much research has been done on Critical Thinking skills, there is a paucity of literature about teachers’ disposition toward Critical Thinking. This study sought to investigate technology teachers’ disposition toward critical thinking with reference to their habits of mind. Profiling technology teachers’ disposition toward critical thinking can enhance our understanding of the extent to which they are positively or negatively disposed toward critical thinking (CT) in terms of their habits of mind. Such understanding can inform, inter alia, teacher training and curricula in order to reciprocally enhance critical thinking skills and the required habits of mind needed to teach technology The study used a survey design to investigate South African Technology teachers’ disposition toward CT. Grades 8, and 9 technology teachers were targeted; they were invited via an email to participate in the study in which standard ethical protocols were followed. A link in the email directed the participants to an online survey collecting data with 42 statements. Participants were asked to rate their level of agreement with each statement on a six-point scale. The statements were derived from the seven habits of mind as identified by Facione. These are: Self-confidence, Inquisitiveness, Systematicity, Analyticity, Truth-seeking, Open-mindedness and Maturity of Judgment. Half of the statements were formulated to express a clearly favourable disposition toward CT, while the other half were framed to be clearly unfavourable. The frequency of responses in terms of each scale for each statement was counted in order to reveal trends regarding their habits of mind. The research findings reveal that this sample seems to be positively disposed toward CT. The habits of mind that recorded the highest scores were Self-confidence, Inquisitiveness, and Systematicity. The habits of mind that recorded the lowest scores were Open-mindedness and Maturity of Judgment. Females outperformed males in four of the seven habits of mind. Male and female participants scored an equal balance percentage toward Self-confidence and male participants outperformed females in Truth-seeking and Analyticity. Further research is needed to investigate how the disposition and practice of technology teachers encourage critical thinking skills in the classroom.
Dissertation (MEd)--University of Pretoria 2019.
pt2021
Science, Mathematics and Technology Education
MEd
Unrestricted

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O'Hare, Liam. "Measuring critical thinking skills and dispositions in undergraduate students." Online version, 2004. http://bibpurl.oclc.org/web/25083.

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Redding, Donna A. Hines Edward R. "The relationship between critical-thinking disposition and academic achievement in baccalaureate nursing education." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960422.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 28, 2006. Dissertation Committee: Edward R. Hines (chair), Kenneth Strand, Amee Adkins, Anne Gray. Includes bibliographical references (leaves 133-145) and abstract. Also available in print.

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Tai, Pak-hong Chris. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38296081.

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Tai, Pak-hong Chris, and 戴柏康. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45012143.

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Hubbard, Jerry. "Postsecondary Instructor Attitudes Toward Tablet Use for Collaboration and Critical Thinking Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4143.

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Although research has identified critical thinking (CT) as an objective of higher education, limited quantitative research has focused on how postsecondary instructors view using handheld devices for classroom collaboration to support CT. There are studies examining how the use of tablet technologies influence collaborative learning (CL), showing a link between CL and CT, and connecting CT to academic achievement. However, understanding how instructors perceive the intersection of these factors has not been well studied. Applying Vygotsky's social cognitive theory as a foundation of CL, using adapted questions from two questionnaires (Technology Acceptance Model and Cooperative Learning Implementation) and two frameworks, this quantitative survey study examined the relationship between tablet application and implementation of CL, and then between CL implementation and the development of CT dispositions (CTD). An email with a link to the survey was sent to a population of 1,932 instructors in a professional education technology organization. From a sample of 59, the key findings indicated instructors accepted the use and usefulness of tablets in the classroom, and used applications for completing collaborative tasks. The Pearson's product moment correlations between tablets and CL, acceptance and implementation appear to be affected by instructor's professional views and teaching practices. Perceptions about the development of CTD were positive with limitations of statistical significance. Results of this study may provide insights into using tablets in effective ways to enhance learning outcomes as one social benefit. Improving the CT of students may support developing citizens who contribute to communities and society in positive ways as lifelong learners.

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Janiszewski, Goodin Heather Isobel. "The use of deliberative discussion as a teaching strategy to enhance the critical thinking abilities of freshman nursing students." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117067881.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 199 p.; also includes graphics. Includes bibliographical references (p. 115-129). Available online via OhioLINK's ETD Center

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Fairbrother, Gregory P., and 方睿明. "Political socialization and critical thinking: their influence of Hong Kong and Mainland Chineseuniversity students' attitudes toward the nation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29697670.

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The Best PhD Thesis in the Faculties of Architecture, Arts, Business & Economics, Education, Law and Social Sciences (University of Hong Kong), Li Ka Shing Prize, 2001-2003.
published_or_final_version
abstract
toc
Curriculum and Educational Studies
Doctoral
Doctor of Philosophy

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McMath, Allison Annette Boyer. "Attitudes of advanced placement teachers toward debate| Meeting the 21st century critical-thinking needs of gifted secondary students." Thesis, University of Arkansas at Little Rock, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162151.

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Young Americans must be equipped, both individually and collectively, with the 21^st century skills, critical thinking, communication, collaboration, and creativity, in order to thrive in the global landscape which lies before them. Little political or economic capital is devoted to maximizing academic opportunities for gifted secondary learners. Limiting opportunities for children and youth with the potential for performing at remarkably high levels of accomplishment, deprives them of their right to an appropriate education and wastes a national resource. Recognizing that limited capital often circumscribes schools in their ability to provide special programs, the researcher proffers debate, a course within the standard curriculum, as an avenue to providing gifted secondary learners with depth, breadth and complexity while accelerating the development of critical thinking, communication and collaboration.

The threefold purpose of the study was to a) establish debate as a viable platform for providing the depth, breadth, and complexity needed by gifted secondary learners while developing critical thinking; b) examine the self-reported attitudes, principles and practices of AP-trained teachers, those most likely to have gifted students, related to 21^st century skills, particularly critical thinking, the needs of gifted learners, and debate’s ability to meet those needs, and; c) examine the effects of 6 independent variables, area of AP training, school size, community size and the presence or absence of three salient factors, teacher training in gifted education, debate in the school and special programs in the school for gifted learners upon teacher attitudes.

Results. A long history of empirical study confirms debate’s efficacy at developing the 21^st century skills, communication, collaboration, and critical thinking. Survey results for a sample of 202 AP teachers indicated greatest importance is allocated to challenge and critical thinking and least importance to standardized testing. Area of AP training had no significant effect on AP teachers’ strong agreement that disruptions and too much test emphasis act as impediments to the development of critical thinking. There are significant differences between AP training groups in critical thinking development and assessment methods, communication, collaboration, and belief in the efficacy of debate. School and community size did not act as factors. Teacher self-reporting on the presence or absence of debate in their schools, the presence or absence of special programs for gifted learners in their schools, and their own special training in gifted education was substantially different from data available from the State Department of Education and from the chairman of the state chapter of the National Speech and Debate Association, therefore, no conclusions regarding the effects of those three independent variables could be drawn.

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Fairbrother, Gregory P. "Political socialization and critical thinking : their influence of Hong Kong and Mainland Chinese university students' attitudes toward the nation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25085438.

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Books on the topic "Disposition toward critical thinking"

Toward a critical politics of teacher thinking: Mapping the Postmodern. Westport, Conn: Bergin & Garvey, 1993.

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1953-, Miller Hugh T., ed. Postmodern public administration: Toward discourse. Thousand Oaks, Calif: Sage Publications, 1995.

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Hintikka, Jaakko. What if-- ?: Toward excellence in reasoning. Mountain View, Ca: Mayfield Pub., 1991.

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Pirttilä-Backman, Anna-Maija. The social psychology of knowledge reassessed: Toward a new delineation of the field with empirical substantiation. Helsinki: Suomalainen Tiedeakatemia, 1993.

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Amsler, Mark. The Medieval Life of Language. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463721929.

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The Medieval Life of Language: Grammar and Pragmatics from Bacon to Kempe explores the complex history of medieval pragmatic theory and ideas and metapragmatic awareness across social discourses. Pragmatic thinking about language and communication is revealed in grammar, semiotics, philosophy, and literature. Part historical reconstruction, part social history, part language theory, Amsler supplements the usual materials for the history of medieval linguistics and discusses the pragmatic implications of grammatical treatises on the interjection, Bacon’s sign theory, logic texts, Chaucer’s poetry, inquisitors’ accounts of heretic speech, and life-writing by William Thorpe and Margery Kempe. Medieval and contemporary pragmatic theory are contrasted in terms of their philosophical and linguistic orientations. Aspects of medieval pragmatic theory and practice, especially polysemy, equivocation, affective speech, and recontextualization, show how pragmatic discourse informed social controversies and attitudes toward sincere, vague, and heretical speech. Relying on Bakhtinian dialogism, critical discourse analysis, and conversation analysis, Amsler situates a key period in the history of linguistics within broader social and discursive fields of practice.

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Lacey, Margaret D'Amico. AN EXAMINATION OF THE DISPOSITION TOWARD CRITICAL THINKING AND CRITICAL THINKING ABILITY OF ASSOCIATE DEGREE AND BACCALAUREATE NURSING STUDENTS AND NURSING FACULTY. 1996.

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Hillman, David. Philosophical Sex. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190698515.003.0004.

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This essay argues that we need to give more thought to sex in Hamlet—to broaden our thinking beyond the critical consensus regarding the protagonist’s “loathing” of sexuality. I suggest that Hamlet’s antisexual disposition is part not only of his investment in a bounded, isolated self, but also of his concomitant bias toward an epistemology that figures knowledge under the sign of possessive dominion. This means that we can apprehend sex philosophically (and philosophy sexually). This essay understands sex, following Jean-Luc Nancy, as an invitation to unknow, to let go of the sovereignty we habitually impose upon things, experiences, bodies. For most of the play, Hamlet turns down that invitation. But sex isn’t purely degraded in the play; Hamlet suggests a different relation to self-sovereignty and bodily closure, one that embraces both the impossibility of sovereign selfhood and, paradoxically, the prospect that one’s very existence is staked upon this impossibility.

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Two Orientations Toward Human Nature (Ashgate New Critical Thinking in Philosophy). Ashgate Publishing, 2007.

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Schulhauser, Candace Elaine. The effects of literary discussion groups on students' critical thinking ability and attitude toward reading. 1990.

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Fairbrother, Gregory P. Toward Critical Patriotism: Student Resistance to Political Education in Hong Kong and China. Hong Kong University Press, 2003.

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Book chapters on the topic "Disposition toward critical thinking"

Pangrazio, Luci. "Toward a critical digital disposition." In Young People’s Literacies in the Digital Age, 150–65. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728918-8.

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Hudson, Dale, and Patricia R. Zimmermann. "Collaborative Remix Zones: Toward a Critical Cinephilia." In Thinking Through Digital Media, 189–232. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137433633_6.

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Wendland, Milton W., Chris Robinson, and Peter A. Williams. "Thick Critical Thinking: Toward a New Classroom Pedagogy." In The Palgrave Handbook of Critical Thinking in Higher Education, 153–68. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137378057_10.

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Gentile, Manuel, Giuseppe Città, Salvatore Perna, Alessandro Signa, Francesco Reale, Valentina Dal Grande, Simona Ottaviano, Dario La Guardia, and Mario Allegra. "The Effect of Disposition to Critical Thinking on Playing Serious Games." In Lecture Notes in Computer Science, 3–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11548-7_1.

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Tempelaar, Dirk. "The Role of Critical Thinking Skills in Students’ Attitudes Toward Business Subjects." In The Power of Technology for Learning, 175–89. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8747-9_11.

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Yang, Zhiyong, Laurette Dubé, and Zhenfeng Ma. "Males’ Responses to Negative-Emotion Advertising Appeals: Effects of Gender Role Socialization and Disposition Toward Rational Thinking." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 84. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11845-1_32.

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Tiruneh, Dawit Tibebu, Mieke De Cock, J. Michael Spector, Xiaoqing Gu, and Jan Elen. "Toward a Systematic and Model-Based Approach to Design Learning Environments for Critical Thinking." In Learning, Design, and Technology, 1–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_79-1.

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Ford, Carole L., and Larry D. Yore. "Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Education, and Classroom Practice." In Metacognition in Science Education, 251–71. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_11.

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Seland, Idunn, Lihong Huang, Cecilia Arensmeier, Jens Bruun, and Jan Löfström. "Aims of Citizenship Education Across Nordic Countries: Comparing School Principals’ Priorities in Citizenship Education 2009–2016." In IEA Research for Education, 43–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66788-7_3.

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AbstractThe Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals’ prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA’s International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students’ critical thinking, while items concerning democratic participation are the lowest priority. While these results are similar to the international sample, the Nordic principals’ support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education.

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Moebius, Stephan. "Sociology in Germany After 1990." In Sociology in Germany, 141–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_6.

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AbstractWhile far-reaching intellectual influences changed the face of sociology in the 1980s, the development of sociology in the 1990s was first and foremost shaped by a concrete social and political transformation, the fall of the Berlin Wall. Soon after the German reunification, East German sociology almost entirely disappeared and West German sociology extended to the East. The triumph of capitalist society fostered a brief comeback of modernization theory. As the system change came along with severe social problems, theories and research projects focusing on social exclusion, precarious work, and xenophobia moved to the center stage of sociological thinking. The first decade of this century again brought about major changes for society and sociology. Market logic increasingly dominated social and education policy; economic thinking and its involvement in political affairs was on the rise and may have contributed to a marginalization of the influence of sociology on policy making. Characteristic is a further specialization and differentiation, visible through the multiplication of special sociologies. The landscape of sociological theory in Germany continued to change: Earlier, grand theories were dominant, whereas nowadays a trend toward sociological diagnoses of contemporary society can be observed. Overall, contemporary sociology in Germany can be characterized by the following features: (1) historically and philosophically informed sociological theory has always been and still is important, (2) German sociology lacks self-confidence compared to US-American sociology, (3) German sociology has a critical attitude and a strong tradition of public sociology, (4) self-critical debates and internal controversies have always existed and still persist in the field of German sociology. Most recently, this could be observed in the splitting off of the Academy of Sociology from the German Sociological Association and the accompanying debates.

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Conference papers on the topic "Disposition toward critical thinking"

Redhana, I. Wayan, I. Wayan Karyasa, and Ni Putu Fitria Atrisa. "Development Of Critical Thinking Disposition Inventory." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.37.

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Liu, Liya. "The Effect of CBLL on Improving Students' Dispositions towards Critical Thinking." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.91.

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Redhana, I. Wayan, and Ida Bagus Nyoman Sudria. "Validity and Reliability of Critical Thinking Disposition Inventory." In Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200115.046.

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Hight, Timothy K., Lee Hornberger, and Lilia A. Sanchez. "Toward Critical Thinking Mechanical Designers." In ASME 1993 Design Technical Conferences. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/detc1993-0020.

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Abstract The Mechanical Engineering Design curriculum at Santa Clara University has been reviewed using the principles of Total Quality Management. The review has led to a clear mission statement and the inclusion of an explicit component of Critical Thinking in our curriculum. We have begun to develop the educational process that will enable us to accomplish this mission.

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Jeong, HyeSun. "Critical thinking disposition, problem solving process, and empathy among Nursing Students." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.10.

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Mao, Yingshan, and Ying Chen. "The Empirical Research on Relationship between Critical Thinking Disposition and Transformational Leadership." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998111.

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Wei, Yueer, and Jie Hu. "The Impact of the Digital Learning on EFL Students' Critical Thinking Disposition." In 2018 13th International Conference on Computer Science & Education (ICCSE). IEEE, 2018. http://dx.doi.org/10.1109/iccse.2018.8468755.

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Nugroho, Purna Bayu, Toto Nusantara, Abdur Rahman As’ari, Sisworo, and Ratih Handayani. "Critical Thinking Disposition: The Persistence of Skeptical Students in Completing Mathematical Problems." In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.109.

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Rahayuan, Baiq Deana, Aliefman Hakim, and Yayuk Andayani. "The Relationship of Metacognitive Skills with Critical Thinking Disposition and Student Achievement Index." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007298600650067.

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Lee, Su-jin, Jong Hwa Yum, and Hey-jin Kim. "Relationship between Job Satisfaction, Critical Thinking Disposition and Clinical Competence of Dental Hygienists." In Bioscience and Medical Research 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.33.08.

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