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Critical thinking skills
The ability to think clearly and critically is a lifelong benefit that you can apply in any situation that calls for reflection, analysis, and planning. Being able to think systematically and solve problems is also a great career asset. 'Critical Thinking Skills' helps you hone your thinking abilities and become a better communicator. You'll find hands-on, active instruction and exercises that you can put to work today as you navigate social media and news websites, chat with AI, fact-check your own and others' views, and more.
Book
Strategies for Teaching Students to Think Critically: A Meta-Analysis
Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size (g+) was 0.30 (p < .001). The collection was heterogeneous (p < 001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills.
Journal Article
Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction
In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.
Journal Article
How to succeed at university (and get a great job!) : mastering the critical skills you need for school, work, and life
Going to university is exciting, but it can also be really stressful. What courses should I take? What program should I choose? Will I get a job after graduation? This book argues that the best preparation for success on the job, and in life, is succeeding at university. Teamwork, meeting deadlines, overcoming challenges, writing well, and dealing with people are all essential in any professional job. These same skills are vital to becoming a strong student. How to Succeed at University (and Get a Great Job!) will help you master the critical skills and strategies you need for success at school, work, and in life. -- from back cover.
Book
Scientific stories in the assessment of higher order thinking skills
This study investigates how 5th grade students use their thinking skills based on a story about ‘Let’s Get to Know Living Beings’ in the Science course. The study group consists of 62 students from a private and a public school in Istanbul. Using a case study design, an activity featuring the story ‘The Tiny Fern’ and related questions was developed to examine students' analytical, critical, and creative thinking skills. Student responses were analyzed through descriptive analysis based on criteria aligned with the revised Bloom’s taxonomy. The findings indicate that 5th grade students demonstrate a moderate level of these thinking skills and have deficiencies in making comments. It is recommended to conduct further studies to assess higher-order thinking skills.
Journal Article
Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment
To understand the development of students’ higher-order thinking skills (HOTS) in the smart classroom environment, a structural equation modeling analysis was used to examine the relationships between key factors that influence students’ learning and their HOTS within a smart classroom environment. A sample of 217 first-year Chinese college students, who studied in a smart classroom environment for one semester, completed a survey that measures their smart classroom preferences, learning motivation, learning strategy, peer interaction, and HOTS. The results indicated that peer interaction and learning motivation had a direct impact on students’ HOTS. Furthermore, indirect effects were found between students’ learning strategy and HOTS through the mediator peer interaction, and between smart classroom preferences and HOTS through the following: learning motivation, the combination of learning strategy and peer interaction, and the combination of learning motivation, learning strategy and peer interaction. Based on these findings, this study recommends that instructors teaching in a smart learning environment should focus on improving peer interaction and learning motivation, as well as smart classroom preferences and learning strategy, to hone students’ HOTS.
Journal Article
Promoting pupils’ computational thinking skills and self‑efficacy
Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils’ CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest–posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils’ CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls’ CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students’ deeper computational learning.
Journal Article
A long-term experiment to investigate the relationships between high school students' perceptions of mobile learning and peer interaction and higher-order thinking tendencies
In this study, a one-year program was conducted to investigate the relationships between students' perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students' tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings.
Journal Article
Article RETRACTED due to manipulation by the authors The Hybrid Learning System With Project Based Learning: Can It Increase Creative Thinking Skill and Learning Motivation in Physical Education Learning?
This research aims to determine the effect of hybrid learning using the project based learning method on creative thinking abilities and learning motivation. The research method is the true experimental research technique, utilizing The Randomized Pretest-Posttest Control Group Design. The population for this study included all students in Senior High School 1 Purwokerto, totaling 1015 students across 36 classes. Simple random sampling was employed to select a total sample of 112 students (n = 112, age = 17.1 ± 1.2 years). This research uses two instruments to obtain data, including 1) The Torrance Tests of Creative Thinking (TTCT) and 2) The Motivated Strategies for Learning Questionnaire (MSLQ). The data analysis used was the data normality test, data homogeneity test, paired t-test and independent t-test. The data used is normally distributed (sig=0.434) and homogeneous (sig=0.533), The research results show that the effect of Hybrid Learning with the Project Based Learning method on creative thinking skills and learning motivation (sig=0.000), control group (sig=0.002), and there is a significant difference in effect between the treatment group and the control group (sig=0.000). It can be concluded that 1) PjBL model has a favorable impact on students' critical thinking skills in physical education, 2) PjBL model positively influences learning motivation in physical education, and 3) PjBL model yields a more positive outcome compared to the direct teaching model in enhancing students' creative thinking skills in the context of physical education. Keyword: Critical Thinking Skills, Hybrid Learning, Learning Motivation, Project Based learning
Journal Article