The Interaction Between Understanding of Critical Thinking and Teaching/Learning of Critical Thinking Skills

Indrašienė, Valdonė; Jegelevičienė, Violeta; Penkauskienė, Daiva; Pivorienė, Jolanta; Railienė, Asta; Sadauskas, Justinas; Valavičienė, Natalija

doi:10.15823/p.2021.144.2

Cited by 3 publications

(4 citation statements)

References 26 publications

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“…The flexibility of teachers was considered by Indrašienė et al (2021) as an element to take into account. These authors highlight two factors that impact the teaching and learning of this competence: the rigidity and elasticity of the conception by teachers for students to acquire critical thinking.…”

Section: Discussionmentioning

confidence: 99%

“…On the positive side, gifted students used concepts such as "'scientific proofs, mental processes, constructive evaluation for both positive and negative opinions, questioning' frequently and defined critical thinking skills properly" (Schreglmann and Kanatili-Óztürk 2018, 11), and students believed that critical thinking was needed for objectivity and improvement as well as to avoid mistakes and have innovative ideas. Indrašienė et al (2021) studied the interaction between the understanding of critical thinking and the teaching and learning of the competence in higher education in Lithuania. According to these authors, teachers and students understand critical thinking as a dynamic competence that encompasses both cognitive skills and dispositions.…”

Section: Students' Conception Of Critical Thinkingmentioning

confidence: 99%

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Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception

Bezanilla

Galindo-Domínguez

Campo

et al. 2023

TJHE

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Critical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking. Received: 30 June 2022Accepted: 6 March 2023

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Section: Discussionmentioning

confidence: 99%

Section: Students' Conception Of Critical Thinkingmentioning

confidence: 99%

Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception

Bezanilla

Galindo-Domínguez

Campo

et al. 2023

TJHE

View full text Add to dashboard Cite

show abstract

“…Critical thinking is a mental process that involves thoroughly analyzing or evaluating information in order to form an opinion about the truth of the information obtained or the opinions conveyed (Bytautas & Daukilas, 2022;Indrašienė et al, 2021;Taghinezhad & Riasati, 2020). The active process denotes the desire or motivation to find answers and achieve comprehension.…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

Profile of Students' Physics Critical Thinking Skills and Prospect Analysis of Project-Oriented Problem-Based Learning Model

Suprapto,

Rizki,

Cheng

2024

JESR

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This research studies the profile of students' critical thinking skills in physics in general, indicators, aptitudes, gender, and analyzes the perspectives of the Project-Oriented Problem-Based Learning (POPBL) model in improving these skills. The method used in this study was descriptive quantitative with a sample of 154 students. Data collection methods using written tests, questionnaires and bibliometric extraction through the Scopus database with 25 received documents. The study showed that students in general have the ability to think critically in physics, since most of them have critical thinking skills according to low criteria. When viewed by indicators, the average score is the highest in the indicator "Evaluating", and the lowest average score is according to the indicator "Synthesis". There are some gifted students who demonstrate higher critical thinking. In addition, the value of women's critical thinking abilities is higher than that of men and there are significant differences. Research on the POPBL model, designed to improve critical thinking skills in the field of learning physics, is very potential, since it is characterized by great novelty and originality. Received: 7 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

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“…The higher the critical thinking of students in solving problems positively, it can improve learning outcomes, one way is by the need for support from various parties (Beddu, 2019), such as by teaching teachers in schools to start getting used to 4C including communication, collaboration, creative thinking, critical thinking, solving problems in realizing the success of parental student learning activities, and a conducive environment can be the main factor, so that students can think critically and can affect student learning outcomes. According to (Indrašienė et al, 2022) Critical thinking is the potential to motive, replicate and act significantly for the best of oneself, others and society crucial.…”

Section: Analysis Of the Effect Of Critical Thinking Skills On Learni...mentioning

confidence: 99%

Can High Order Thinking Thematic and Critical Thinking Skills Affect Student Learning Outcomes?: A Evidence in Elementary Schools in Grobogan Regency, Central Java

Nurvitasari

Sukartono²

2022

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to analyze the effect of applying thematic HOTS questions and critical thinking skills to the learning outcomes of fourth grade elementary school students in Grobogan Regency. The approach that used by the researcher is a quantitative approach, with an ex post facto model design. This study used a sample of 47 students, instruments in research not only used questionnaires and documentation, but also used validity and reliability tests. Normality and linearity tests are used as perquisite test. T-test is used as simple linear regression hypothesis test, meanwhile F test is used as multiple regression test. The results of this study indicated that; (1) The application of thematic HOTS questions proved to have a significant effect of 14.5% on learning outcomes. (2) Critical thinking skills had a significant effect of 22.9% on learning outcomes. (3) The application of thematic HOTS questions and critical thinking together had a significant effect of 0.33% on learning outcomes. This research implies is that the refraction of higher-order thinking and critical thinking must start from elementary school so that students can keep up with the changes in the 21st century, besides that teachers are also to prepare more creative and innovative teaching materials so that learning occurs that sharpens students to think at a higher level.

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The Interaction Between Understanding of Critical Thinking and Teaching/Learning of Critical Thinking Skills

Cited by 3 publications

References 26 publications

Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception

Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception

Profile of Students' Physics Critical Thinking Skills and Prospect Analysis of Project-Oriented Problem-Based Learning Model

Can High Order Thinking Thematic and Critical Thinking Skills Affect Student Learning Outcomes?: A Evidence in Elementary Schools in Grobogan Regency, Central Java

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