The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism

Kavenuke, Patrick Severine; Kayombo, Joel Jonathan; Kinyota, Mjege

doi:10.1016/j.tsc.2020.100677

Cited by 41 publications

(41 citation statements)

References 27 publications

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“…There are six dimensions of critical thinking measured by the CTSS (interpretation, analysis, inference, explanation, evaluation and selfregulation). This scale was used by many previous researchers who conducted classes on critical thinking skills (Dilekli, 2017;Erdogan, 2020;Kavenuke, Kinyota & Kayombo, 2020). It implies that this scale is considered suitable to measure the critical thinking skills of students.…”

Section: Introductionmentioning

confidence: 99%

Blended learning in improving students’ critical thinking and communication skills at University

Hasanah

Malik

2020

CJES

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This study investigates the effectiveness of the blended learning model in improving critical thinking and communication skills of students at university. This is a quasi-experimental study with a non-equivalent control group design involving one experimental group and one control group. The research population comprised students sitting in the Entrepreneurship class at the Department of Electronic Engineering Education, who were selected purposively. The data were about critical thinking skills that were gathered using a test, while the data about communication skills were obtained through observations. The data were analysed using a paired sample t-test and an independent sample t-test. The findings show that: (1) the implementation of the blended learning model effectively increases the critical thinking skills; (2) the use of the blended learning model effectively improves students’ communication skills and (3) according to the independent sample t-test, students’ critical thinking skills and communication skills in the experimental class had a significant difference from those in the control class. Keywords: Blended learning model, critical thinking skills, communication skills.

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Section: Introductionmentioning

confidence: 99%

Blended learning in improving students’ critical thinking and communication skills at University

Hasanah

Malik

2020

CJES

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“…En d'autres termes, les indices psychométriques du HCTA alimentent l'idée que ce test permet de mesurer les habiletés en PC de façon passablement précise. Cela se distancie des questionnements à l'égard d'autres tests de PC pour lesquels la validation de contenu n'est guère appuyée par la validation de construit, à l'image du CCTD (Kakai, 2003 ;Walsh et al, 1997) i) par rapport au WGCTA, l'indice α se trouve un peu en deçà des indices mesurés les plus élevés, soit α = 0,74 (Hassan et al, 2007 ;Loo et al, 1999) et α = 0,78 (Hergovich et al, 2005) ; ii) en comparaison au CCTT, l'indice α est au-delà de α = 0,52 (Verburgh et al, 2013) et α = 0,61 (Hergovich et al, 2005 Facione et al, 1994 ;İskifoğlu, 2013 ;Kavenuke et al, 2020 ;Laird, 2005 ;Tiwari et al, 2006 ;Yeh, 2002 (Ku et al, 2010a). La nature de la relation entre attitudes/dispositions et habiletés en PC semble moins étayée quoique la corrélation soit notée comme faiblement à modérément positive (P. A.…”

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Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

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This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training).To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way.Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe knownstrategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media.The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies.The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices.

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“…Confidence in students occurs through various processes, namely by showing off, self-show activities carried out in the learning process are daring to appear in front of the class, tell stories, and answer questions (Han et al, 2015;Hendriana et al, 2018;Kavenuke et al, 2020). In addition, training students to dare to show themselves can be done by calling students together with other students to appear in front of the class (Hendriana et al, 2018;PharmD et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

Ardianti

Wanabuliandari

Wijayanti

2021

j. ilm. sekol. Dasar

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ABK students are students who have different characteristics from students in general. One of the ABK is a slow learner. Slow learner students have a tendency to not be confident. Therefore, it is necessary to develop the “SI ECO” game to help slow learner students overcome the crisis of confidence. The purpose of this study to analyze the need for developing media of ethno-confidence “SI ECO” game for slow learner students. This research method is descriptive quantitative method. The subjects of this study were 2 teachers and 26 students. The data in this study are in the form of questionnaires and interviews with teachers and students. Data collection techniques using interviews, questionnaires and document studies. Data analysis was carried out descriptively by percentage. The results of the questionnaire of slow learner students have confidence in the criteria of lack of confidence. The results of the student needs questionnaire showed that there was a need for slow learner students for learning media in the form of games with ethno content that could foster self-confidence. The results of interviews with teachers show that the availability of learning media that incorporates cultural elements is still very limited so that the development of learning media in the form of the ethno-confidence game "Si Eco" is needed for slow learner students. Based on the results of the study, it can be concluded that it is necessary to develop the "SI ECO" ethno-confidence game for slow learner students.

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The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism

Cited by 41 publications

References 27 publications

Blended learning in improving students’ critical thinking and communication skills at University

Blended learning in improving students’ critical thinking and communication skills at University

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

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