Critical Thinking Dispositions: Their Nature and Assessability

Ennis, Robert H.

doi:10.22329/il.v18i2.2378

Cited by 430 publications

(467 citation statements)

References 16 publications

Supporting

Mentioning

310

Contrasting

Unclassified

152

Order By: Relevance

“…Ennis (1996) considered that the disposition to be well-informed and the disposition to take a position when evidence and reasons are sufficient to do so, need to be included in our goals for teaching critical thinking, as well (p. 170). Norris (1985) asserts that students need not only the ability, but also a critical spirit.…”

Section: Most Representative Authorsmentioning

confidence: 99%

Conceptions of Critical Thinking from University EFL Teachers

Marin¹,

Pava²

2017

ELT

View full text Add to dashboard Cite

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers' participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

show abstract

Section: Most Representative Authorsmentioning

confidence: 99%

Conceptions of Critical Thinking from University EFL Teachers

Marin¹,

Pava²

2017

ELT

View full text Add to dashboard Cite

show abstract

“…Salah satu ketrampilan yang diharapakn menjadi output dalam proses pembelajaran yang berlangsung adalah ketrampilan berpikir kritis [4]. Ketrampilan berpikir kritis merupakan berpikir rasional (masuk akal) dan refleksif berfokus pada keyakinan dan keputusan yang akan dilakukan [5] [6]. Pada saat ini siswa hidup di era informasi dari berbagai sumber, seperti internet, televisi, majalah, surat kabar, teman sekolah, guru, dan lain sebagainya.…”

Section: Pendahuluanunclassified

Deskripsi Kemampuan Berpikir Kritis Siswa SMA melalui Model Pembelajaran CLIS (Children Learning In Science) Berbantuan LKS pada Materi Elastisitas dan Hukum Hooke

Renjani

Susilawati

Khoiri

2018

JP2F

View full text Add to dashboard Cite

Abstrak. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis siswa berdasarkan penerapan model pembelajaran CLIS (Children Learning In Science) berbantuan LKS pada materi elastisitas dan Hukum Hooke di SMA Negeri 1 Jakenan Pati. Penelitian ini dilaksanakan di SMA N 1 Jakenan Pati tanggal 13 Oktober-24 Oktober 2017. Penelitian ini menggunakan desain Quasi Eksperimen yang berbentuk pretest-posttest control group desain. Populasi dalam penelitian ini seluruh kelas XI IPA di SMA Negeri 1 Jakenan Pati, sedangkan sampel penelitian yang digunakan terdiri dari dua kelas yang diambil dengan teknik claster random sampling sehingga diperoleh kelas XI IPA 8 yang berjumlah 40 siswa sebagai kelas eksperimen menggunakan model pembelajaran CLIS (Children Learning In Science) berbantuan LKS, dan XI IPA 7 yang berjumlah 40 siswa sebagai kelas kontrol menggunakan model pembelajaran Direct Instruction. Berdasarkan hasil penelitian diperoleh nilai pretest kelas eksperimen 55,2 dan kelas kontrol 49,45, sedangkan nilai postest kelas eksperimen 79,1 dan kelas kontrol 68,7. Pengujian hipotesis menunjukkan bahwa dengan uji t s2 polled varians besarnya thitung = 19,5 dan ttabel = 1,66. Hal ini menunjukkan bahwa thitung > ttabel , sehingga Ho ditolak yang berarti ada peningkatan efektivitas model pembelajaran CLIS (Children Learning In Science) berbantuan LKS terhadap kemampuan berpikir kritis siswa.Kata kunci: Model Pembelajaran CLIS, LKS, Keterampilan Berpikir Kritis. Abstract. The aims of this study is to determine the improvement of students' critical thinking skills based on the application of CLIS method (Children Learning In Science) LKS assisted on elasticity and Hooke Law in

show abstract

“…A disposition is a person's internal motivation to act toward or respond to circumstances, events or persons (Facione, 2000). With a broad sense a disposition is "tendency to do something given certain conditions" (Ennis, 1996) in the other words a tendency to behave. Dispositions identified in the CT literature include tolerating ambiguity, willing to suspend judgment, being openminded, inquisitive, and sensitive to other ideas; in short, a willingness to engage in sustained CT (Mcbride, Xiang and Wittenburg, 2002).…”

Section: Critical Thinking and Critical Thinking Dispositionsmentioning

confidence: 99%

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Ekici

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that online communities of practice did not affect pre-service teachers' overall critical thinking disposition significantly. However, research results revealed that the scores that pre-service teachers have achieved from self-confidence and open-mindedness sub-factors of the inventory have significantly differentiated in favor of the pre-service teachers in the experimental group. The statements that pre-service teachers have made on their comments were weak in terms of critical thinking. Pre-service teachers have mostly expressed their own views and they have usually supported each other by providing positive opinions. Therefore, it is thought that online communities of practice affect positively only pre-service teachers' self-confidence tendency and the abilities to express their own opinions.

show abstract

Critical Thinking Dispositions: Their Nature and Assessability

Cited by 430 publications

References 16 publications

Conceptions of Critical Thinking from University EFL Teachers

Conceptions of Critical Thinking from University EFL Teachers

Deskripsi Kemampuan Berpikir Kritis Siswa SMA melalui Model Pembelajaran CLIS (Children Learning In Science) Berbantuan LKS pada Materi Elastisitas dan Hukum Hooke

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Contact Info

Product

Resources

About