A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing-to-Learn

Kayaalp, Fatih; Meral, Elif; Şimşek, Ufuk; Şahin, İbrahim Fevzi

doi:10.33403/rigeo.719222

Cited by 8 publications

(4 citation statements)

References 30 publications

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“…This parallels other results from the literature (e.g. Adanali & Alim, 2017, 2019Hanifah et al, 2015;Seyhan, 2019. Through EBL, students are able to see the application of content that they would otherwise just read about in a textbook (Fögele, 2015;Higginbottom, 2016;Kayaalp et al, 2020).…”

Section: Discussionsupporting

confidence: 79%

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Hamid¹,

Roehrig²,

Liesnoor³

et al. 2021

Review of International Geographical Education Online

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In this study, an obstacle unlikely faced by teacher is the lack of innovation in the learning model employed. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. This research was development study of environment-based-learning in geography teaching. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13-14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students' learning outcomes. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students' learning outcome that asses by a test base on geographical skill indicator revealed that students' geographical skills increase. The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. Besides, students preferred the new design of EBL as they were welcomed to think in a critical, innovative, and solvable way of solving problems in their environment to improve their geographical skills. Those provided students a belief in loving geography education from an early age.

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Section: Discussionsupporting

confidence: 79%

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Hamid¹,

Roehrig²,

Liesnoor³

et al. 2021

Review of International Geographical Education Online

View full text Add to dashboard Cite

show abstract

“…To remedy these shortcomings, training program should include activities that encourage instructors to analyze and comprehend research findings as well as exercises that improve critical thinking abilities (Kayaalp et al, 2020). Facilitators should guide participants in synthesizing knowledge from many sources and generating sound judgements.…”

Section: Discussionmentioning

confidence: 99%

Professional Competence Enhancement of High School Teachers through Scientific Paper Writing Training

Rahim

Kher

Harisman

2023

lectura

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The study fulfils the gap in teachers' scientific paper writing skills, which benefits both the academic community and pupils. Teachers' competence can be improved so that they can engage in evidence-based practices, contribute to academics, and deliver engaging educational experiences that develop critical thinking in their pupils. Scientific paper writing training is critical for developing high school teachers' professional competency. The purpose of this study was to look into the efficiency of such training in improving teacher abilities and knowledge. A quantitative descriptive method was employed in the study to evaluate the efficiency of a scientific paper writing training programme for high school teachers. Data was gathered by assessing the quality of the teachers' papers using a quality assessment form. The data was analysed using statistical procedures such as the t-test and N-Gain analysis. The t-test compared pre- and post-treatment scores, while the N-Gain analysis assessed the training's effectiveness. These methodologies aided in determining the program's impact on teachers' writing skills and quantifying the level of development in their scientific paper writing competence. These data indicate the training program's effectiveness in improving teachers' understanding and skills in scientific paper writing. Training in scientific paper writing improves high school teachers' professional competency by increasing their understanding of article components, scholarly practices, and writing abilities. It emphasizes the importance of continuing professional growth and filling gaps in critical thinking and interdisciplinary writing.

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“…There are some previous studies that support a positive relationship between social studies and critical thinking, such as the research that found significant relationship between critical thinking and critical thinking dispositions of the Social Studies subject (Kayaalp et al, 2020). Then, there is bound interaction between investigation, equity, and student cohesiveness aspects of social studies learning environment and students' critical thinking disposition (Meral & Tas, 2017).…”

Section: Introductionmentioning

confidence: 96%

Fostering Secondary School Students' Critical Thinking Skills through Social Studies Learning by Group Investigation Model

Rizaq

2021

JPIPS

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This disruption era needs every student mastering critical thinking skills as the basis to maintain the competence. The central point that can be done to grow these skills is through education. This study aims to test the improvement of students' critical thinking skills through social sciences learning by Group Investigation model in VIII class containing 20 students. This study uses the Kemmis and McTaggart model of Classroom Action Research. The research instrument was in the form of observation sheets and tests which were analyzed using a comparative descriptive approach. The results of the study indicate that social studies learning by Group Investigation model can improve students' critical thinking skills, with the following implications; (1) The condition of critical thinking skills of pre-cycle students by 40% are in the less condition, and 35% are in the sufficient category; (2) In the first cycle, the students' critical thinking skills below the minimum standard have been reduced to 25%; (3) Then, only 15% of students have critical thinking skills below the minimum standard. This study recommends to another researcher try to find out another learning methods and models to improve students' critical thinking skills.

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A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing-to-Learn

Cited by 8 publications

References 30 publications

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Professional Competence Enhancement of High School Teachers through Scientific Paper Writing Training

Fostering Secondary School Students' Critical Thinking Skills through Social Studies Learning by Group Investigation Model

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