Empowering Young Adult Learners, Engaging Critical Thinking: Learner’s Perspective

Abstract

A critical mind is an empowering tool that allows the individual opportunity to participate in life as an active agent of change. In young adult learners, critical thinking is an evolving concept that requires careful consideration and the task of assisting this development rests among others in the hands of the education practitioners. What engages these groups of learners? What themes are of interest to them? What mode of learning interests them? The answers to these questions will be the enabling factor in engaging the mind and interests of these young adult. This study presents the findings of two case studies of young adult learners conducted at two institutions of higher learning in Selangor. Using both questionnaires and sample activities, the findings suggest that young adult learners generally are motivated to conduct critical thinking irrespective of the learning environment, albeit they require the appropriate stimulus including relevant choices of resources and methodology.

Creativity and innovation in science and technology

“…Moreover, 'innovative' was dropped from question (c) as the respondents were confusing 'creativity' with 'innovation' and vice versa. These questions were set to obtain a broad perspective from the teachers about the teaching-learning transaction and also to situate the extent to which students' voice was being considered (Raihanah & Mary-Ann, 2010). The questions were developed following what had been observed during the classroom observation sessions.…”

“…In other words, their secondary school experiences still very prominent determined their expectations at tertiary level, namely in terms of spoon feeding. A critical thinking perspective expects that schools and universities adopt a learner centered approach and this demands a shift in mindset from both the educators and the students (Raihanah & Mary-Ann, 2010). Yoder and Hochevar (2005) found out that when students are engaged in active learning, as compared to the lecture mode they display better cognitive outcomes and with less variably.…”