Promoting critical thinking in an online, project-based course

Cortázar, Catalina; Nussbaum, Miguél; Harcha, Jorge; Álvares, Danilo; López, Francisca; Goñi, Julián; Cabezas, Verónica

doi:10.1016/j.chb.2021.106705

Cited by 71 publications

(44 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is difficult to predict the upcoming Epidemic or pandemic, so students must also be trained to implement what they get from the education they receive in various unexpected conditions. The implementation of several innovative learnings that can empower critical thinking skills can improve these competencies, such as problem-based learning ( Yuan et al, 2008 ) and project-based learning ( Cortázar et al, 2021 ). Webinars and guest lectures also need to be held continuously to discuss various new diseases and other diseases that could potentially be the next pandemic.…”

Section: Discussionmentioning

confidence: 99%

Indonesia medical students’ knowledge, attitudes, and practices toward COVID-19

Sondakh

Warastuti

Susatia

et al. 2022

Heliyon

View full text Add to dashboard Cite

Implementing health protocols and preventive measures are the only effective ways to suppress COVID-19 transmission before vaccines and antiviral drugs are developed. The implementation of health protocols and preventive measures are influenced by one’s knowledge, attitudes, and practices (KAP) toward this pandemic. Medical students as candidates for healthcare workers and role models for the community should have a good KAP. This study intends 1) to explore the KAP of medical students in Indonesia toward COVID-19 and 2) to assess which demographic factors have a significant effect on their KAP scores. An online questionnaire consisting of 18 items of knowledge, six items of attitudes, and 12 items of practices were used as instruments in this study. After being distributed for two weeks in June 2020, 525 respondents whose data were worth analyzing were obtained. The respondents consisted of male and female students, from diploma to bachelor degree, and came from all four types of higher education institutions in Indonesia. The results, 48% of respondents had good knowledge, 81% had good attitudes, and 43.5% had good practices toward COVID-19. The location of students’ residence has no significant effect on their KAP score. Gender has a significant effect on knowledge and practice scores. Age, institution type, and institution status have a significant effect on their three KAP domains. The KAP survey results can be used as a reflection of the importance of the curriculum that prepares medical students for the pandemic. Medical students are also expected to be able to actively participate in educating people around them on how to minimize the transmission of COVID-19 during the pandemic.

show abstract

Section: Discussionmentioning

confidence: 99%

Indonesia medical students’ knowledge, attitudes, and practices toward COVID-19

Sondakh

Warastuti

Susatia

et al. 2022

Heliyon

View full text Add to dashboard Cite

show abstract

“…When students solve a real-world problem, PBL fosters collaboration and communication skills in the 21st-Century and respects students' learning styles or interests (Bell, 2010). Some studies found that PBL gives a positive impact on 21 st Century skills, namely communication (Çakiroğlu & Erdemir, 2019;Owens & Hite, 2020;Rochmawati et al, 2019), collaboration (Çakiroğlu & Erdemir, 2019Rochmawati et al, 2019), critical thinking (Bell, 2010;Cortázar et al, 2021), and creativity (Barak & Yuan, 2021;Bell, 2010;Rochmawati et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Haniah

Ngadiso

Setyaningsih

2021

ijeltal

View full text Add to dashboard Cite

Project-based Learning is still being a prominent method to be investigated. As the rapid advancement of technology has resulted in a more user-friendly virtual learning environment, this study aimed to investigate the implementation of Online PBL in teaching 4Cs. A total of 33 fifth-semester students, 22 females & 11 males, of a public university in Central Java were involved in this study. Observation and Likert-scale questionnaires were employed in collecting the data. By calculating the overall score per item, the data were analyzed using descriptive statistics. The result of this study shows five stages of Online PBL implementation starting from selecting the topic and the purpose, outlining the project, rehearsing the product, presenting the product, and assessing the product. Online PBL helps students to master creativity and innovation skills, communication skills, critical thinking skills, and collaboration skills. Based on the positive responses from students, Online PBL becomes a suggested method for assisting students in acquiring the 4Cs.

show abstract

“…Yu et al, 2021). Online project-based learning encourages the development of critical thinking, while socially relevant regulations also have a significant impact due to the COVID-19 pandemic (Cortázar et al, 2021). Distance learning that combines webinars and virtual simulations can meet the requirements of learning in a safe environment flexibly and can gain theoretical knowledge and develop critical thinking skills during the COVID-19 pandemic (Luo et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

View full text Add to dashboard Cite

The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

show abstract

Promoting critical thinking in an online, project-based course

Cited by 71 publications

References 72 publications

Indonesia medical students’ knowledge, attitudes, and practices toward COVID-19

Indonesia medical students’ knowledge, attitudes, and practices toward COVID-19

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Contact Info

Product

Resources

About