Critical Thinking and Its Relation to Strategic Processing

Dinsmore, Daniel L.; Fryer, Luke K.

doi:10.1007/s10648-023-09755-z

Cited by 11 publications

(5 citation statements)

References 59 publications

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“…Five studies used experimental or quasi-experimental designs to assess the impact of PjBL interventions on student learning outcomes (Johnson, 2019;Chen et al, 2023;Cheng et al, 2023). Two studies combined quantitative and qualitative methods to gain a comprehensive understanding of the implementation of PjBL and its impact on early science education (Dinsmore & Fryer, 2023;Kang, 2019).…”

Section: Research Design and Methodologymentioning

confidence: 99%

“…PjBL develops children's critical thinking skills by encouraging them to ask questions, analyse data and evaluate results. By observing children's performance in solving real-world problems, it was found that children's skills in problem solving and logical reasoning significantly improved by the end of the programme (Dinsmore & Fryer, 2023).…”

Section: Assessment Of Teaching Effectivenessmentioning

confidence: 99%

“…On the one hand, PjBL promotes children's critical thinking.PjBL develops children's critical thinking skills by providing authentic problem situations that motivate them to explore and solve problems on their own. This approach encourages children to develop their analytical and critical skills by questioning available information, exploring multiple solutions, and evaluating the validity of the results (Dinsmore & Fryer, 2023). On the other hand, PjBL promotes the development of children's cooperative skills.…”

Section: The Impact and Challenges Of Implementing Pjbl On Children (...mentioning

confidence: 99%

“…Children's participation can also affect research outcomes. Although PjBL aims to enhance children's motivation through engagement and hands-on activities, individual children may become bored or disinterested in long-term projects (Dinsmore & Fryer, 2023). Teachers need to develop strategies to maintain children's participation and interest, which requires a high degree of creativity and adaptability.…”

Section: The Impact and Challenges Of Implementing Pjbl On Children (...mentioning

confidence: 99%

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Project-based Learning in Early Science Education A Systematic Review

DongJin,

Mohamad Ashari

2024

IJARPED

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This study systematically reviews the effectiveness of Project-Based Learning (PjBL) in early science education, focusing on its impact on children's critical thinking and cooperative skills. Employing the PRISMA guidelines, a systematic search was conducted across major databases, resulting in the selection of 49 relevant studies published between 2019 and 2023. The analysis reveals that PjBL not only enhances scientific understanding and 21st-century skills among young learners but also significantly improves their engagement and collaborative abilities through real-world problem-solving and interdisciplinary learning. However, challenges such as resource limitations and the need for teacher training are identified. The study underscores the necessity for future research to explore optimized PjBL implementations and assess long-term learning outcomes. The findings provide substantial evidence of PjBL's potential in reforming early science education, advocating for integrated approaches to foster critical thinking and cooperation among young learners, thereby preparing them for future academic and professional challenges.

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Section: Research Design and Methodologymentioning

confidence: 99%

Section: Assessment Of Teaching Effectivenessmentioning

confidence: 99%

Section: The Impact and Challenges Of Implementing Pjbl On Children (...mentioning

confidence: 99%

Section: The Impact and Challenges Of Implementing Pjbl On Children (...mentioning

confidence: 99%

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Project-based Learning in Early Science Education A Systematic Review

DongJin,

Mohamad Ashari

2024

IJARPED

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“…Problems and solutions also evolve as the task progresses (Lazar, 2018). Meanwhile, well-structured problems have one correct answer and one solution path (Dinsmore & Fryer, 2023). Both of these questions use the same context, namely throwing a dice, but are developed into two different types of questions.…”

Section: Methodsmentioning

confidence: 99%

Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks

Auni,

Kohar

2023

J. Math. Pedagogy (JoMP)

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This study aims to describe the differences in the problem-solving abilities of well-structured problems and ill-structured problems models related to the concept of opportunity for Grade VIII junior high school students. Two students with the same mathematical abilities were selected to be subjects according to our research objectives. The results show that the two samples find it more difficult to solve well-structured problems than ill-structured problems. When at the stage of understanding the problem students need to read the questions repeatedly and when asked to retell the students can't do it well. In the questions of the type of well-structured problems subject 1 can only mention what is asked, but it is not appropriate to state the conditions needed to solve the problem and in subject 2 it is found otherwise, while in ill-structured problems it is not appropriate to write down what is known but write down what is asked with precise and knowing the requirements to solve the problem. Subject 1 uses logical and logical reasoning strategies. Then, subject 2 uses a trial and error strategy with logical reasoning. The two subjects carried out problem solving according to plan, carried out the re-checking stage, and were able to find solutions to problems that did not require calculations in them but could not find solutions to problems that contained calculations and had to be solved by utilizing the probability theorem. These results can be used as an evaluation in the learning process or a reference for further research.

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“Here Be Dragons!” Mapping the Realm of Higher-Order, Critical, and Critical-Analytic Thinking

Alexander

2023

Educ Psychol Rev

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Critical Thinking and Its Relation to Strategic Processing

Cited by 11 publications

References 59 publications

Project-based Learning in Early Science Education A Systematic Review

Project-based Learning in Early Science Education A Systematic Review

Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks

“Here Be Dragons!” Mapping the Realm of Higher-Order, Critical, and Critical-Analytic Thinking

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