An Content Analysis of the Definition of Critical Thinking

Geng, Fuyun

doi:10.5539/ass.v10n19p124

Cited by 17 publications

(11 citation statements)

References 12 publications

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“…Indeed, they need some special dispositions like evolutionary and challenging skills with being ethics centrism as a foundation for their reasoning. Geng 22 , in a quantitative content analysis, studied on 64 descriptions of critical thinking concluded that scholars use judgment, argument, questioning, information processing, problem solving, metacognition, skills and dispositions as an essences of critical thinking. He also claimed that scholar's disciplinary context has a direct effect on their perspectives about this concept 22 .…”

Section: Discussionmentioning

confidence: 99%

“…Geng 22 , in a quantitative content analysis, studied on 64 descriptions of critical thinking concluded that scholars use judgment, argument, questioning, information processing, problem solving, metacognition, skills and dispositions as an essences of critical thinking. He also claimed that scholar's disciplinary context has a direct effect on their perspectives about this concept 22 . In our study, it was found that critical thinking is a collection of personal dispositions and skills like challenging spirit, evolutionary skills and ethics centrism.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Klinik hemşirelikte eleştirel düşünme: içerik analizi

Bahmanpour¹,

Navipour²,

Ahmadi³

et al. 2018

Cukurova Medical Journal

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ÖzPurpose: Delivery of safe, effective and efficient care are important goals of qualified nursing care, which can be met by acquiring critical thinking skills. In nursing critical thinking is a general concept and there are many uncertainties about its definition. In this paper, a specific definition of critical thinking is offered which has a direct relationship with clinical nursing. Materials and Methods: In this qualitative content analysis, data were gathered from 18 nurses who had direct involvement with subjects. Semi structured interviews in Tehran; Karaj and Sanandaj hospitals were conducted. The data were analyzed through inductive content analysis. Results: The extracted attributes of critical thinking were using nursing process in facing with clinical situations, being criterion-based in making clinical decisions, emphasizing on holistic performances, personal critical thinking dispositions and using emotional intelligence in facing with clinical situations Conclusions: The emerged categories were resulted in developing an operative definition about the critical thinking in the context of clinical nursing. This definition can help practitioners to develop a framework and guidelines for effective performance in practice. This framework usually guarantees competency in nursing.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Klinik hemşirelikte eleştirel düşünme: içerik analizi

Bahmanpour¹,

Navipour²,

Ahmadi³

et al. 2018

Cukurova Medical Journal

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“…Through our mission statements, mandates, program descriptions, and course descriptions, and even through assignments, we say we want our students to become critical thinkers. Yet even the definition of critical thinking is deeply contested, with scholars reminding us that conceptions of critical thinking are rarely agreed upon and are also deeply influenced by academics' epistemological beliefs (Petress 2004;Pithers & Soden 2000;Geng 2014). Geng's analysis of sixty-four definitions of critical thinking found eight common elements: "judgment, argument, questioning, information processing, problem solving, metacognition, skill and disposition" (127).…”

Section: Critical Thinking In the J-curriculummentioning

confidence: 99%

Toward 2020 : new directions in journalism education

Gene¹,

Craft²,

Waddell³

et al. 2023

Preprint

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With one exception (the keynote address by Robert Picard), all of the essays in this volume are expanded versions of presentations made at the conference “Toward 2020: New Directions in Journalism Education,” held at Ryerson University in Toronto on 31 May 2014. Testifying to the urgent interest in professional renewal among journalism educators, more than one hundred people from Canada, the United States, Europe, and Australia attended the conference. The papers published here represent a reasonable cross-section of the issues discussed. The authors advance different ideas about where journalism education should go from here; at times they disagree with one another, but all share the underlying view that if business as usual was ever a viable option, this clearly is no longer the case.

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“…Keterampilan berpikir kritis yang diperlukan harus terus diterapkan dalam proses pembelajaran (Kealey et al, 2005 Keterampilan ini perlu ditanamkan dalam setiap peserta didik untuk menanggapi tantangan yang sangat kompleks (Halpern, 2003). Berpikir kritis merupakan proses menganalisis dan mensintesis suatu argumen, informasi, dan pertanyaan melalui melalui penyelesaian, menyimpulkan, dan mengevaluasi masalah (Suryobroto, 2010;Geng, 2014;Angelo, 1995). Berpikir kritis terdiri atas berbagai komponen yang mempunyai nilai keterampilan berpikir kritis berupa kekuatan mental yang harusnya dimiliki oleh seseorang (Zubaidah, 2015;Browne dan Keeley (2012).…”

Section: Pendahuluanunclassified

Keterampilan Berpikir Kritis Mahasiswa STKIP Yapim Maros Pada Mata Kuliah Evolusi

et al. 2019

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Mata kuliah evolusi merupakan salah satu mata kuliah yang dianggap sulit oleh mahasiswa, sulitnya pemahaman mahasiswa terhadap konsep evolusi disebabkan oleh beberapa masalah sehingga perlu dilakukan beberapa observasi terhadap komponen-komponen dalam proses pembelajaran Evolusi. Penelitian ini bertujuan untuk menganalisis Keterampilan Berpikir mahasiswa terhadap Mata Kuliah Evolusi di Universitas Sulawesi Barat Penelitian ini menggunakan metode survey dengan cara penyebaran angket dan pemberian tes untuk mengetahui pengetahuan mahasiswa tentang konsep evolusi. Berdasarkan survey yang dilakukan terhadap mahasiswa STKIP Yapim Maros Program Pendidikan Biologi dengan 36 orang responden menunjukkan bahwa Keterampilan Berpikir Kritis Mahasiswa STKIP Yapim Maros. Berdasarkan hasil analisis yang didapatkan, maka dapat disimpulkan bahwa keterampilan berpikir mahasiswa biologi STKIP Yapim Maros terhadap mata kuliah Evolusi masih rendah. Oleh karena itu perlu dilakukanpembenahan dalam penelitian lanjutan.Kata kunci: Berpikir Kritis, Evolusi, Pembelajaran

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An Content Analysis of the Definition of Critical Thinking

Cited by 17 publications

References 12 publications

Klinik hemşirelikte eleştirel düşünme: içerik analizi

Klinik hemşirelikte eleştirel düşünme: içerik analizi

Toward 2020 : new directions in journalism education

Keterampilan Berpikir Kritis Mahasiswa STKIP Yapim Maros Pada Mata Kuliah Evolusi

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