A Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific Literature

Zimeri, Anne Marie

doi:10.15436/2378-6841.16.914

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Moreover, the teacher stated that the students started to think critically about different topics and reflect on their own performance. This finding seems to be consistent with other research which found that the FCS increased students' knowledge acquisition, understanding and critical thinking skills [49]- [51].…”

Section: Discussionsupporting

confidence: 93%

Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English

Qasmi¹,

Barwani

Seyabi

2022

EduLearn

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This quasi-experimental study aimed to investigate the effect of the flipped classroom strategy (FCS) on Omani grade ten students’ vocabulary achievement and on their motivation towards learning English. This study also sought to explore the challenges that students face while learning via FCS. A total of 48 students participated in the study. There were 24 as an experimental group (taught via the FCS) and 24 as a control group (taught the same vocabulary using conventional teaching strategies). During the intervention, students in the experimental group practiced the core vocabulary using different materials (video clips, PDF files and group discussions via a WhatsApp group before carrying out face-to-face activities in the classroom). During the classroom time, the students engaged in activities with the practice materials individually, in pairs and in groups. The study used an achievement pre- and post-test. The study also used a motivation questionnaire (pre post) to determine the students' motivation for English language learning for both groups. The findings indicated that the experimental group outperformed the control group in the vocabulary test and that they had high motivation towards learning English. In addition, the study also pointed out some of the challenges of learning via FCS such as connectivity issues, and lack of group cooperation. Considering these findings, practice implications and recommendations for further research are presented.

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Section: Discussionsupporting

confidence: 93%

Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English

Qasmi¹,

Barwani

Seyabi

2022

EduLearn

View full text Add to dashboard Cite

show abstract

“…Ennis (2013), that the best way to teach critical thinking is to combine it with another subject, rather than as a separate course. Participation in research processes is one of the most effective ways to develop critical thinking, which is why research activities are essential to the development of critical thinking (Mataniari et al, 2020) Critical reasoning is widely recognized as a crucial educational outcome (Bayram et al, 2019;Zimeri, 2016) however, teaching critical thinking is not a simple task (Fukuzawa & DeBraga, 2019). It is difficult for teachers to develop students' critical thinking skills if the teachers themselves do not have a strong understanding of critical thinking and how to encourage it in the classroom (Jatmiko et al, 2018;Suwandi & Istiyono, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics

Kania

Fitriani²,

Bonyah³

2023

IJ-CSE

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The development of critical thinking skills has emerged as a global concern in a variety of fields, including education. The purpose of this research is to shed light on the connection that exists between one's prior knowledge and the mathematical critical thinking skills that are acquired through the use of quantitative methods. Collecting data through the use of mathematical instruments, mathematical critical thinking tests, and daily test data for the prerequisite material based on the average student's performance. High school students in the eleventh grade made up the study's sample population. The findings of the research indicate that there is a positive connection between mathematical background knowledge and critical thinking abilities in that subject area. It is possible to draw the conclusion that the material that serves as initial knowledge and is therefore a prerequisite needs to be studied extensively in order to have broad insight that contributes to the success of learning the subsequent material. In spite of this, the researchers discovered that the number of students who fell into the high and medium categories of critical thinking skills was lower when compared to the number of students who fell into the second category when it came to their initial mathematical abilities. In other words, there has been a rise in the proportion of students who score poorly on tests of their ability to engage in critical thinking. These additional aspects should be sought out and incorporated as research fodder in subsequent studies.

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A Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific Literature

Cited by 2 publications

References 8 publications

Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English

Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English

Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics

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