An Action Research in Critical Thinking Concept Designed Curriculum Based on Collaborative Learning for Engineering Ethics Course

Hsu, Yi-Chu

doi:10.3390/su13052621

Cited by 16 publications

(13 citation statements)

References 25 publications

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“…As the results of Fitriani et al (2019) showed, the teaching routines at universities are not aimed at fostering CT skills, with students' analytical abilities and CT skills being underdeveloped. Similar results were found for mechanical engineering students at a university in Taiwan who wanted a change in perspective and reform of education towards fostering CT (Hsu, 2021). A CT skills pre-assessment showed poor performance in CT and was far from what the university expected.…”

Section: Discussionsupporting

confidence: 66%

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Verawati

Harjono

Wahyudi

et al. 2022

IJLTER

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Cultural entities and local or national wisdom can serve to provide scientific knowledge to students, and the in-depth knowledge in the fields of science must be underpinned by critical thinking (CT). In a developing perspective, inquiry is the best way to train CT skills, and creativity becomes one of the supporting aspects. This study aimed to implement inquiry-creative learning integrated with ethnoscience to develop the CT skills of prospective science teachers (PSTs). The study applied the randomized pretest-posttest control design, involving two intervention groups, one with inquiry-creative learning integrated with ethnoscience (n = 29) and the other with traditional teaching (n = 26). The participants were PSTs at two universities in Indonesia. Each group was observed for their CT skills in line with CT indicators (CTi) and individual performance (CTs) using the pretest-posttest method and compared, and a valid essay test was applied to collect data. The CT skills data analysis was descriptive based on the average pretest-posttest and n-gain parameters. The effects of the two interventions on CT skills were analyzed using the t test (p < .05). After descriptive and statistical tests were carried out, the assessment of CT performance on participants in the two intervention groups showed different results. For the CTi and CTs, inquiry-creative learning integrated with ethnoscience had a better impact on training participants’ CT skills when compared to traditional instruction. The statistical analysis results showed a significant difference in the performance of CT skills in participants between the two groups being compared. The findings of this study emphasize that in relation to improving CT performance, teaching practice with inquiry-creative learning integrated with ethnoscience is most effective in improving the CT skills of PSTs. The advantages of the learning intervention are discussed and may contribute to the literature of future studies.

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Section: Discussionsupporting

confidence: 66%

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Verawati

Harjono

Wahyudi

et al. 2022

IJLTER

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“…Critical thinking is seen as a higher education goal or ideal that the efforts of the academic community must be directed toward (European Commission 2016;Asia Society and OECD 2018). Critical thinking is also associated with critically thinking professionals who are able to build a life and successfully collaborate with others in solving problems, making risky decisions and contributing to the well-being of society (Hsu 2021). Critical thinking skills are considered not only to be competitive (European Commission 2020), but also ones that contribute to the development of a mature, thinking, independent, proactive, creative person who is able to adapt to a wide range of social, economic, political and other circumstances (Kumar and James 2015;Halpern 2014;Christensen et al 2021).…”

Section: The Relevance Of Critical Thinking In Higher Educationmentioning

confidence: 99%

“…The relevance of critical thinking skills in the labour market and education systems has become evident due to public social discourse. Researchers (Pithers and Soden 2000;Burbach et al 2004;Andrews and Higson 2008;Lauder and Mayhew 2020;Hsu 2021) have long questioned the coherence between theory and practice in the development of critical thinking. The question is raised as to whether what is written in the scientific literature about fostering and evaluating critical thinking is not just scientific wisdom without any real application (Facione 2013).…”

Section: Introductionmentioning

confidence: 99%

The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

et al. 2021

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Critical thinking has been more than just a part of academic rhetoric and educational practice for some time now. In the rapidly changing world of information flow, critical thinking is often identified as the goal of higher education, and in the modern labour market, the importance of critical thinking to an organisation’s success is emphasised. Critical thinking is recognised as one of the tools for the formation and development of human and social capital. Nevertheless, there is a lack of evidence about the manifestation in the labour market of the critical thinking developed at institutions of higher education. This article seeks to reveal the attitude toward the importance of critical thinking in the modern labour market and toward the responsibility for developing it from the perspective of different stakeholder groups (lecturers, students, employers and employees) (the case of Lithuania). Quantitative research methodology was chosen, using a questionnaire for data collection. It was found that in both higher education and the labour market, critical thinking is treated as a developed and dynamic competence that encompasses both cognitive skills and dispositions. All of the stakeholder groups consider inference and argumentation to be the most important critical thinking skills in the modern labour market. Critical thinking dispositions such as self-confidence and fairness are the most valued. All of the stakeholder groups delegate responsibility for the development of critical thinking to the individual. In evaluating critical thinking, no divide was established between the higher education and labour market segments. The most differences in attitudes emerged in evaluating the assumption of responsibility for the development of critical thinking.

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“…erefore, it is difficult to achieve the ideal teaching effect. rough the analysis of the traditional teaching process, we can transplant its advantages into the network teaching process to realize intelligent teaching, that is, we can learn from the traditional teaching idea of teaching students in accordance with their aptitude [5]. Personalized and hierarchical teaching is an important guarantee to improve the teaching quality and classroom effectiveness of ideology courses.…”

Section: Introductionmentioning

confidence: 99%

Research on Precision Teaching Model of Ideology Course Based on Collaborative Filtering Algorithm

2022

Security and Communication Networks

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The ideological and political course should not only keep the academic rationality and political nature of the course itself, but also take into account the characteristics of colleges and universities and students’ growth and development needs. At present, there are some problems in the curriculum of ideology, such as mechanical rigidity, weak pertinence, lack of synergy, and inability to form a personalized collaborative and precise education mechanism. Aiming at related problems, this article constructs an accurate teaching model of ideological and political course based on collaborative filtering algorithm. First, the public test set of recommended fields is used to test and verify the effectiveness and practicability of the algorithm. For the data sparseness and cold start of collaborative filtering algorithm, the course feature attributes and attribute value preference matrix are used to solve the problem, and the similarity is calculated offline, so as to realize the real-time recommendation and accurate teaching of the course. In order to verify the effectiveness of this method for precise teaching, we conducted a test. The test results show that the precise teaching model has a positive effect on the improvement in students’ academic performance. The method proposed in this article realizes the identity transformation of students from passive acceptance to active construction, and the teaching effectiveness of ideological and political course is effectively improved.

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An Action Research in Critical Thinking Concept Designed Curriculum Based on Collaborative Learning for Engineering Ethics Course

Cited by 16 publications

References 25 publications

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

Research on Precision Teaching Model of Ideology Course Based on Collaborative Filtering Algorithm

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