Critical Thinking and Critical Literacy: Mutually Exclusive?

Giselsson, Kristi

doi:10.20429/ijsotl.2020.140105

Cited by 12 publications

(10 citation statements)

References 17 publications

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“…The spiral method is learning that places students as a subject of learning. In the spiral learning method, the form of questions or problems given by teachers is given by students' level of ability and understanding, namely the questions given starting from the easy nature to the form of difficult questions (Giselsson, 2020). This is intended so that students can gradually learn mathematical materials, especially set materials (Hermond & Tanner, 2020).…”

Section: Discussionmentioning

confidence: 99%

Comparison of Student Math Learning Outcomes Between Spiral Methods and Lecture Methods Set Material

Lastri¹,

Kamsurya²

2022

IMEIJ

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Learning mathematics at Muhammadiyah Ambon Junior High School tends to be monotonous and does not motivate students. The teacher in his learning only conveys the material he teaches, regardless of the level of understanding of the student. One of the better ways that can encourage students to be actively involved in finding concepts in the teaching and learning process is to do learning using a spiral approach. With a spiral approach in teaching and learning activities oriented to students. The learning process starts from the easy and concrete and goes into the difficult or abstract. That way, it will train the mindset of students in solving every problem in the world of mathematics. This research aims to find out the differences in student learning outcomes between students who are taught using the spiral method and the teaching method of the concept of class VII of Muhammadiyah Ambon Junior High School. The type of research used is quantitative with a sample of 56 people consisting of a control class of 28 people and an experimental class of 28 people. The instruments used are tests and observations. Tests are used to determine the learning outcomes of students who are taught using lecture methods and spiral and observation methods are used to find out the learning conditions that take place. The data analysis technique used is to use two-party t-tests. Based on the results of the data analysis, it was obtained that there were differences in student learning outcomes between students who were taught using spiral methods and lecture methods of the concept of class VII of Muhammadiyah Ambon Junior High School. The results are based on the results of hypothesis testing conducted using the t-test with the result of thitung obtained a value of 7.024. While the conversion result based on the t value distribution table is in the two-party test with db = 54, obtained a ttabel value of 2,000. In other words it can be said that –ttable ≤ tvalue > ttable or -2,000≤ 7,024 > 2,000

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Section: Discussionmentioning

confidence: 99%

Comparison of Student Math Learning Outcomes Between Spiral Methods and Lecture Methods Set Material

Lastri¹,

Kamsurya²

2022

IMEIJ

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“…Para Giselsson (2020), la crítica social de Freire se ubica en las inequidades en el poder y en la educación, así como en la importancia de la justicia con los pueblos marginados; por consiguiente, la educación requiere ser analizada tanto en su estructura pedagógica como social. La autora distingue entre pensamiento crítico y literacidad crítica, entendiendo que, aunque ambos sean sinónimos, son parte de una misma respuesta ante un discurso hegemónico y dominante.…”

Section: Horizontes En Los Nuevos Estudios De Literacidadunclassified

Literacidad rural: una revisión sistemática de experiencias pedagógicas desde el enfoque sociocultural

Caballero¹,

Villamizar

Jamies

2022

CLH

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Esta revisión documental sobre lenguaje tiene como propósito explorar laliteracidad o prácticas letradas en el contexto rural colombiano y latinoamericano. Se desarrolla una revisión documental de cincuenta artículos publicados en inglésy español en buscadores como Web of Science, Eric, Redalyc, entre otros. Los datos se recopilaron en una matriz documental y como método interpretativo se usó la hermenéutica textual. Se estructura en investigaciones a nivel internacional, latinoamericano y colombiano, además presenta tendencias y horizontes de la literacidad. Se concluyó que la enseñanza del lenguaje en zonas rurales del mundo esintegral y se ubica mejor en las prácticas sociales, pero factores económicos, históricosy políticos no permiten que abarque a toda la población.

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“…Günümüzde eleştirel düşünme bireysel ve toplumsal hayatta ihtiyaç duyulan temel bir beceri olarak kabul görmektedir (Giselsson, 2020). Kişinin çevresinde hızla gelişen değişim ve dönüşümlere ayak uydurabilmesi için eleştirel düşünme, sahip olunması gereken 21. yüzyıl becerileri içerisinde yerini almıştır (E. Yılmaz, 2016).…”

Section: Introductionunclassified

“…Böylece demokratik bir yaşam içerisinde mantıklı kararlar almak, sosyal olaylara sağlıklı bir şekilde bakabilmek ve bütünü görebilmek mümkün olur (K. Yılmaz, 2020). Eleştirel düşünme alışkanlığını kazandırabilmek için ise eleştirel düşünmeye yönlendiren öğretim stratejileri geliştirmek ve bu stratejilerin etkinliğini değerlendirmek bir zorunluluktur (Giselsson, 2020).…”

Section: Introductionunclassified

Aihl Kelam Ders Kitabında “Dinin Anlaşılmasında Farklı Yorumlar” Ünitesinin Eleştirel Düşünme Açısından İncelenmesi

ALGÜL

MEYDAN

2022

Türkiye Din Eğitimi Araştırmaları Dergisi

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Critical thinking is a disciplined process that allows the person to control his own thinking process, to put forward reasonable thoughts, to perform high-level activities such as analysis, synthesis and evaluation, and to develop the person in the affective and cognitive dimension. Critical thinking, which is mentioned as a skill that a person should have in the national education curriculum, has also an undeniable position in religious education. The aim of this study is to determine what the Kalam textbook, which is taught as a vocational course in Anatolian imam hatip high schools, contains for critical thinking. For this purpose, the unit “Different Interpretations in the Understanding of Religion” was examined by using the document analysis method, one of the qualitative research methods, and the data were obtained from the activities and questions in the unit. 35 critical thinking strategies created by Paul, Jensen, Binken, and Kreklau were used in the analysis of the data. The data were analyzed by descriptive analysis technique. As a result of the research, it was seen that the unit outcomes, the texts in the unit and the assessment and evaluation questions were insufficient in terms of critical thinking strategies. In the unit, it was seen that the activities and questions were capable of realizing 13 of the critical thinking strategies. The educational process can be made helpful for critical thinking by creating a classroom environment where the answers will be shared and discussed, and questions that will lead to higher-order thinking. In order to develop critical thinking, activities that encourage methods such as discussion, Socratic questioning, and brainstorming can be included in the textbooks.

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Critical Thinking and Critical Literacy: Mutually Exclusive?

Cited by 12 publications

References 17 publications

Comparison of Student Math Learning Outcomes Between Spiral Methods and Lecture Methods Set Material

Comparison of Student Math Learning Outcomes Between Spiral Methods and Lecture Methods Set Material

Literacidad rural: una revisión sistemática de experiencias pedagógicas desde el enfoque sociocultural

Aihl Kelam Ders Kitabında “Dinin Anlaşılmasında Farklı Yorumlar” Ünitesinin Eleştirel Düşünme Açısından İncelenmesi

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