Using an artificial life simulation to enhance reflective critical thinking among student teachers

Bunt, Byron J.; Gouws, Grantt

doi:10.1186/s40561-020-00119-6

Cited by 23 publications

(20 citation statements)

References 33 publications

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“…It was argued that aside from refining their capability to fulfil reflective thinking operations and tasks, learners also should ideally have a propensity for executing the skills, and even more, they should be performed regardless of contexts, domains, and disciplines (Bunt & Gouws, 2020). That is particularly pertinent given that critical thinking is mentioned among generic competencies related to a wide context of professional development (Gamble, 2016).…”

Section: Discussionmentioning

confidence: 99%

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

Bekbayeva

Galiyev

Albytova

et al. 2021

WJET

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In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners’ reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity. Keywords: Education; higher-order thinking; reflective thinking; vocational students.

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Section: Discussionmentioning

confidence: 99%

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

Bekbayeva

Galiyev

Albytova

et al. 2021

WJET

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“…Besides that, in solar system teaching materials integrated with Islamic Science, there are also activities, including practical activities and discussion activities that help students develop their logical thinking skills. It is supported by research conducted by Ahmad (2015); Bunt & Gouws (2020), which states that experiment activities can help students to develop students' logical thinking skills.…”

Section: Analysis Of Students' Logical Thinking Skillsmentioning

confidence: 96%

Analysis of Religious Characters and Logical Thinking Skills After Using Solar System Teaching Material Integrated with Islamic Science

Fitriani

Fibriana

2020

jiecr

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This study aims to analyze the religious character and logical thinking skills of students after using solar systems teaching materials integrated with Islamic Science. The type of research used is descriptive analysis with a Post-Test-Only with Non-equivalent Groups research design. The research data were obtained from observation sheets, questionnaire sheets, and posttest. The religious character and students’ logical thinking skills of the experiment class students are better than the control class. Students in the experiment class were superior to the control class. The effect of the correlation of the use of teaching materials on the religious character of the students obtained 79.21%, while the effect of the correlation of the use of teaching materials on students’ logical thinking skills was 38.44%. The study concludes that students’ religious character after using solar system teaching materials integrated Islamic science is dominant in the “very good” category and students’ logical thinking skills after the use of solar system teaching materials integrated Islamic science is dominant in the high category.

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“…Overall, the learning process carried out did not provide opportunities for students to think critically in solving problems related to the concepts being studied. Every student should be faced with a deep problem structure, because most students' thinking tends to be concentrated on the surface structure of the problem (Bunt & Gouws, 2020). Optimal virtual learning will make students' critical thinking skills even more optimal (Solikhin, 2021).…”

Section: Gambar 2 the Teacher Is Explaining The Thermometer Scale To ...mentioning

confidence: 99%

Critical Thinking Analysis of Junior High School Students on Temperature Topic during Virtual Learning

Solehudin

Riandi

Hidayat

et al. 2021

JPMIPA

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This article aims to analyze students' critical thinking skills of temperature topic through virtual learning at junior high schools. The method used in this research was descriptive qualitative with a case study approach. This research was conducted at seventh grade of the junior high school in Bandung, West Java. The instruments used is observation. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA) to analyze student's dialogue. The results indicated that two out of the twelve indicators of critical thinking skills during virtual learning were developed. The two indicators are focusing on questions and the second is asking and answering questions. The low achievement of students' critical thinking skills is due to the limited time on virtual learning. Which is limited, so that teachers often apply learning method through transferring knowledge. Analysis of student activities and dialogue during virtual learning can be a source of teacher's reflection for making further improvement.

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Using an artificial life simulation to enhance reflective critical thinking among student teachers

Cited by 23 publications

References 33 publications

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

Analysis of Religious Characters and Logical Thinking Skills After Using Solar System Teaching Material Integrated with Islamic Science

Critical Thinking Analysis of Junior High School Students on Temperature Topic during Virtual Learning

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