Critical Thinking and Digital Technologies

Gökçearslan, Şahin; Solmaz, Ebru; Coşkun, Burcu Karabulut

doi:10.4018/978-1-5225-8060-7.ch066

Cited by 7 publications

(5 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…) andDichek et al (2021), who argued that students who develop critical thinking have better learning outcomes. They are consistent with the results ofGiraldo-García et al (2015),Gökçearslan et al (2019),Lychuk et al (2021),Nozhovnik and Shykhnenko (2020),Schindler et al (2017), who found that the use of technology increases students' motivation, provides individualization of learning, improves their time management skills and overall learning satisfaction. The results of the study deepen the provisions introduced byDehghani et al (2011), Lin et al (…”

supporting

confidence: 92%

“…Technologies were found to positively affect students' critical thinking, academic performance and career development, as they eliminate the dominance of explanatory-illustrative learning by substituting student-task-outcome-centred approaches to learning (Lupak et al, 2020). The technology-driven learning environment also provides individualisation of learning and increases student learning motivation (Giraldo-García et al, 2015;Gökçearslan et al, 2019;Lychuk et al, 2021;Nozhovnik & Shykhnenko, 2020;Schindler et al, 2017). Lychuk et al (2021) found that the above environment could be also organised as inquiry-based and learner-centred.…”

Section: Justification Of Procedures Presentation Of Arguments Self-r...mentioning

confidence: 99%

See 1 more Smart Citation

The Use of Technology-Based Model of Critical Thinking Development to Reshape Students’ Self-Study Process

Kravchenko¹,

Dokuchaieva²,

VALENTIEVA³

et al. 2023

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">The aim of this study was to investigate how the use of the technologized model of critical thinking development affected the self-study process of students of higher educational institutions (HEIs). The research methodology was based on a combination of qualitative and quantitative empirical methods, as well as a descriptive approach to data analysis. The study involved a quasi-experimental model supposed to influence the variables under study. The technology-based educational model of autonomous learning with a focus on the critical thinking development in students of HEIs consisted of the following processes, such as: communication, analysis, synthesis, problem-solving, evaluation, and reflection. The Watson Glaser Test was adapted to monitor the level of students’ critical thinking. The average score on the final control of students’ knowledge was used to monitor the experimental group students’ performance. By monitoring the development of students’ critical thinking and the dynamics of their performance in the course of training, where 90% of the time students studied independently, it was established that the use of a technological educational model had a positive effect on the critical thinking of students of HEIs, and as a result, the effectiveness of their self-study.</p>

show abstract

supporting

confidence: 92%

Section: Justification Of Procedures Presentation Of Arguments Self-r...mentioning

confidence: 99%

The Use of Technology-Based Model of Critical Thinking Development to Reshape Students’ Self-Study Process

Kravchenko¹,

Dokuchaieva²,

VALENTIEVA³

et al. 2023

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Technology tends to change the way we think. In order to survive the modern world, learners need life-long learning skills, to widen knowledge, adapt to changes, and successfully manage and produce information (Gökçearslan et al 2019). Efficient use of technology in a learning environment improves learners' study skills and ability to implement real-life situations and gain critical and problem-solving thinking skills.…”

Section: Digital Learning Don't Bother Teaching Students Give Them Tools To Lead To New Ways Of Thinking (Devisakti Annamali)mentioning

confidence: 99%

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

et al. 2021

View full text Add to dashboard Cite

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.

show abstract

“…Innovations that take advantage of environmental issues in the learning process are theoretically able to form individuals who can think critically, creatively, and innovatively. One of the impacts of students learning with community technology science is that students can identify problems and be more creative in finding solutions to solve them (Gökçearslan et al, 2019). Students who have problem solving skills can apply the knowledge they have in the context of the problems they face.…”

Section: Problem Solving In Science and Technology Societymentioning

confidence: 99%

Problem solving in science technology and society learning improving junior high school students' scientific attitudes and process skills

Papilaya

2023

CJES

View full text Add to dashboard Cite

Problem solving research applied in the Science Technology and Society Learning aimed to improve students' science process skills and scientific attitudes. For this purpose, two complete classes of the same teacher were randomly assigned to the experimental and control groups. The research was conducted at a public school in Ambon City, beginning with a classroom placement test. The cognitive learning outcome test instrument was developed with a cognitive load that has been achieved according to the unit level, namely class IX and has met the prerequisite test of the instrument's quality. The results showed that there was a statistically significant difference between the two groups related to process skills and attitudes towards science after the treatment. In the experimental group, mean scores were found to be consistently higher across all dimensions of process skills and scientific attitudes compared to the control group. Besides, the mean score showed an increase in the experimental group students'. The qualitative findings also reveal that students find problem solving fun. According to problem solving students, finding information and writing reports is one of the problem solving features that contributes the most to their learning.

show abstract

Critical Thinking and Digital Technologies

Cited by 7 publications

References 34 publications

The Use of Technology-Based Model of Critical Thinking Development to Reshape Students’ Self-Study Process

The Use of Technology-Based Model of Critical Thinking Development to Reshape Students’ Self-Study Process

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Problem solving in science technology and society learning improving junior high school students' scientific attitudes and process skills

Contact Info

Product

Resources

About