Online Argumentation Implementation in the Development of Critical Thinking Disposition

Abstract

The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.

Argumentação em ambiente de realidade virtual: uma aproximação com futuros professores de Física

“…A argumentação é compreendida "como uma atividade discursiva que se caracteriza pela defesa de pontos de vista e consideração de perspectivas contrárias" (Leitão, 2007, p. 75). Ao ser promovida em contextos do ensino de ciências a argumentação pode colaborar, por exemplo, na compreensão dos conceitos científicos, na resolução de problemas e no desenvolvimento do pensamento crítico (Fettahlıoğlu & Kaleci, 2018;Lourenço et al, 2019;Noroozi & Hatami, 2019;Sá et al, 2014), a partir da apresentação e discussão de argumentos e contra-argumentos. Um argumento, de acordo com o padrão de argumento de Toulmin (Toulmin, 2001), é formado por uma estrutura básica conformada por Dados, Justificativas (afirmações que justificam as conclusões efetuadas) e Conclusões.…”

Critical Thinking Skills and Dispositions of Turkish Pre-service Teachers: A Systematic Review of Research

“…The participants included in the reviewed studies were students of different teacher education programs in Turkey (see Table 2). 7,8,12,13,18,34,37,48,56,62,63,67,72,73,74 Primary school teacher education 1, 2, 3,5,11,21,23,26,31,41,45,46,47,54,55,58,65,70,71,79 Science education 1, 16,28,38,42,44,46,47,51,70,81,83,84 Elementary math education 16,31,35,44,45,…”

“…There were also other instruments, as displayed in Table 3. 2,5,6,7,8,9,14,17,18,19,20,21,22,24,25,26,27,28,30,33,34,38,39,40,41,42,43,44,45,51,52,53,54,55,57,60,62,64,65,68,69,70,72,73,76,78,79,80,81,82,84,85,…”

“…CT as a Higher-Order Thinking Process. The review results indicated that CT was specified as a higher-order thinking process in almost half of the studies (n=37) (9,11,12,14,17,21,23,24,25,26,27,28,29,31,32,35,36,38,41,45,50,51,52,55,56,60,69,70,71,72,74,76,77,84,85,87,88). For instance, in study 14, the CT definition of Facione et al (1994) was adopted: "higher-order reasoning used in reaching professionally informed judgments in high-stakes, time-constrained, and many times, novel problem situations" (p. 41).…”

Teaching Patterns of Critical Thinking: The 3CA Model—Concept Maps, Critical Thinking, Collaboration, and Assessment

“…Critical thinking is an important educational life skill, and there is widespread agreement about the need for critical thinking to improve achievement and deepen understanding across the disciplines. Teaching critical thinking is necessary in fields such as science education (Fettahlıoğlu & Kaleci, 2018), high school chemistry (Suardana, Redhana, Sudiatmika, & Selamat, 2018), business ethics, undergraduate engineering (Adair & Jaeger, 2016; Ralston & Bays, 2015), nursing/medical education (Papp et al, 2014), and music education (Kokkidou, 2013). Despite the widespread interest and research into the teaching of critical thinking, students do not have practical guidelines to apply critical thinking in different contexts.…”