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Halpern Critical Thinking Assessment Predicts Real-World Outcomes of Critical Thinking
Abstract
Although educators and employers agree that it is important to assess the critical thinking skills of students and prospective employees, few assessments have been externally validated with real-world outcomes of critical thinking. The Halpern Critical Thinking Assessment (HCTA) is a reliable measure of critical thinking skills and has been validated with multiple populations and measures of academic success. This study explored whether scores on the HCTA predicted real-world outcomes in a wide range of domains, such as education, health, law, finance, and interpersonal relationships. Community adults (n = 50), state university students (n = 48), and community college students (n = 35) in the USA completed the HCTA and a behavioral inventory of life events. Overall, those with higher critical thinking scores reported fewer negative life events than those with lower critical thinking scores, r (131) = −.38, p < .001. Implications for education are discussed. Copyright © 2012 John Wiley & Sons, Ltd.
... In addition to its educational importance, some researchers have attempted to reveal the realworld significance of critical thinking. Butler looked for links between scores on the Halpern Critical Thinking Assessment (HCTA; Butler, 2012;Halpern, 2010)-a rather robust measurement of critical thinking-and an assessment of so-called real-world outcomes (RWO). The RWO contains 40 very different real-world like activities, some more positive and some more negative (which the respondent can influence), such as getting fined for returning a library book too late or oversleeping and missing class (Butler, 2012). ...
... Butler looked for links between scores on the Halpern Critical Thinking Assessment (HCTA; Butler, 2012;Halpern, 2010)-a rather robust measurement of critical thinking-and an assessment of so-called real-world outcomes (RWO). The RWO contains 40 very different real-world like activities, some more positive and some more negative (which the respondent can influence), such as getting fined for returning a library book too late or oversleeping and missing class (Butler, 2012). Butler reported that higher scores on the HCTA were associated with fewer reported negative life events (Butler, 2012). ...
... The RWO contains 40 very different real-world like activities, some more positive and some more negative (which the respondent can influence), such as getting fined for returning a library book too late or oversleeping and missing class (Butler, 2012). Butler reported that higher scores on the HCTA were associated with fewer reported negative life events (Butler, 2012). ...
Critical thinking is a recurrent educational ambition. At the same time, it is not self‐evident how that ambition can be realised. This is partly due to the different perspectives from which Critical Thinking can be approached. The literature on critical thinking is extensive and diverse, different meanings and aspects of critical thinking have been explored. However, there is agreement among several researchers that critical thinking entails both ability and attitudinal components. Research in psychology on different types of cognitive processing has similarly pointed to the importance of both skills and attitudes. This article builds on a tripartite notion of disposition that has been proposed in the context of education. The tripartite dispositional perspective on which we elaborate highlights the importance of ability, inclination and sensitivity. We describe and discuss an educational protocol aligned with the tripartite conceptualisation of disposition. The protocol identifies characteristics of powerful learning environments. We propose that the proposed educational protocol—aligned to Critical Thinking education goals, conditions and interventions—can be used for fostering critical thinking. More specifically, the use of four types of interventions are recommended: (1) modelling, (2) inducing, (3) declaring and (4) surveillance. Finally, we underscore that there is a need for further research on the use of the educational protocol.
... Similarly, for cognitive skills as well as technical application and relational skills (Singh et al., 2022; Suleman, 2018). These learning outcomes include higher order critical thinking skills that enable logical thinking, problem solving and decision making (Butler, 2012;Haplern, 2003). In practice it entails, evaluating evidence, analysing arguments, understanding its implications and consequences and producing alternative arguments (Liu et al., 2014) as employed in this study for both approaches. ...
... Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 12 July 2023 doi:10.20944/preprints202307.0754.v111 ...
With limited state budget, developed nation public higher education have increased their fees making education expensive for most developing nation students. Some developing nations have set up regional low-cost education hubs to attract developed nation universities to offer their reputable degree programs. However, the intense competition for student enrolment in both has led to the marketisation of education. Students as paying customers need to experience satisfying stress-free teaching and learning to sustain enrolment. With employers increasingly unhappy with the quality of human capital, has the marketisation of higher education led to nominal human capital development? Can substantive human capital be developed in the new normal of marketisation of higher education? An adaptation of randomised control trials was used to measure learning outcomes desired by future employers for two teaching and learning approaches namely students as customers (n=497) and employers as customers (n=355). Findings show both approaches have good learning outcomes with the latter generally more superior. However, the former leads to nominal learning outcomes. This research extends the literature on achieving substantive learning outcomes conducive to employability. Implications for student satisfaction, lecturer professionalism, employability and quality assurance are discussed.
... A considerable number of reforms in higher education have stressed the need to facilitate CT skills of students (Butler, 2012). ...
... CT courses have been introduced in different academic disciplines such as nursing, law, sociology, psychology and philosophy. Despite the attention CT has received, there remains doubt whether graduates are being prepared to think critically (Butler, 2012). At the heart of this challenge is the fact that the concept of CT has not been incorporated into the teaching methods of many educators (Billings & Halstead, 2005). ...
Aim:
Critical thinking (CT) is vital in assisting nurses to function efficiently in the ever-changing health care environment. A CT-based curriculum framework provides the impetus necessary to drive the acquisition of CT skills of students. Yet, there is no known CT-based framework contextualized to developing countries where seniority tradition is a norm. Therefore, the aim of this study was to develop a CT-based curriculum framework to facilitate the development of CT skills of nursing students in developing countries.
Design:
Cooperative inquiry.
Methods:
Using purposive sampling, 11 participants comprising students, educators and preceptors developed a CT-based curriculum framework.
Results:
Findings were organized into a framework illustrating interconnected concepts required to foster CT skills of nursing students. These concepts include authentic student-facilitator partnership, a facilitator that makes a difference; a learner that is free to question and encouraged to reflect; a conducive and participatory learning environment; curriculum renewal processes and contextual realities.
... reduction Critical thinking is listed as an essential goal of American higher education (van Gelder, 2005); consequently, colleges and universities have increasingly emphasized the importance of teaching and learning critical thinking (American Philosophical Association (APA), 1990; Duron et al., 2006;Lloyd & Bahr, 2010). Literature on critical thinking falls primarily into the following three categories: (a) assessments of students' performances on critical-thinking (standardized) tests (e.g., Samawi, 2007;Burbach et al., 2004;Butler, 2012;Wheeler & Collins, 2003), (b) analyses of the complicated and robust nature of critical thinking (e.g., Facione, 2000Facione, , 2015Halonen, 1995;Paul & Elder, 2006), and (c) examinations of students' perceptions/opinions of critical thinking (e.g., Lloyd & Bahr, 2010;Yan, 2018). Much of the literature is, however, "constructed around the fundamental assumption that, while (critical thinking is) regarded as essential, (it) is neither clearly nor commonly understood" (Lloyd & Bahr, 2010, p. 9). ...
... Consequently, 12 of the 25 original transcripts (seven associated with Chinese international students and five involving U.S. participants) met the criteria and were included as data for the current analysis. Scholars (e.g., Bagheri & Ghanizadeh, 2016;Butler, 2012;Shubina & Kulakli, 2019) have argued that individuals could acquire critical-thinking skills irrespective of personal factors like gender, so this paper neither focuses on students' gender nor attends to that characteristic in the analysis. Table 1 shows the field of study for each of these 12 students. ...
In this study, I investigated the critical-thinking experiences of seven Chinese international and five U.S. students attending a large public university in the United States. I conducted a comparative analysis of these groups’ different experiences with critical thinking in this context, while closely following the twin methods of epoché and reduction in phenomenology to remain attuned to any personal biases. My results indicated that Chinese and U.S. students experienced critical thinking differently on the basis of the four universal existentials noted by van Manen (2016): lived experiences of relation (self–other), materiality (things), time, and space/place. Specifically, the Chinese students tended to view themselves as outsiders and/or newcomers to the United States and found that they learned to think critically by interacting with others (e.g., professors, peers, and teaching assistants). By contrast, the U.S. students developed and practiced their critical thinking mainly by completing homework assignments that were hands-on and practical. These findings suggest that familiarity with linguistic and educational practices may be a strong predictor for experiential differences between groups of students in a university setting.
... Critical thinking (CT) is one of the most significant skills that students must acquire to solve problems and make correct judgments on a variety of aspects arising in this rapidly changing world (AAC&U, 2011;Butler, 2012). According to a series of studies conducted by researchers at Stanford University, countries that excelled on the Programme for International Student Assessment (PISA), a test used to measure 21 st -century skills, particularly critical-thinking and problem-solving skills, had a higher increase in GDP growth than the countries that did not perform well in PISA (Partnership for 21 st Century Skills, 2008). ...
... However, critical thinking skills (CTS) cannot be easily acquired only through technology; it requires more extensive guidance and instruction, through practical activities, from instructors or teachers in an actual class. Moreover, CTS has become an essential skill for meeting the needs of employers who are seeking solutions to the problems arising within a competitive global business market (Alazzi, 2008;Bataineh & Alazzi, 2009;Butler, 2012). In line with that change, the Cambodian Ministry of Education, Youth and Sport (MoEYS) has extensively worked on formulating a curriculum framework reform for general and technical education in which the development of self-study, research, critical thinking, communication, and problem-solving skills is the primary purpose for all learners (MoEYS, 2015). ...
I am delighted to celebrate the launch of the Cambodian Journal of Educational Development (CJED), a new multidisciplinary, peer-review journal that publishes original research in the field of education. On behalf of CJED, I am deeply pleased and honoured to extend a very warm welcome to the readership of CJED Volume 01, 2021. I would like to take this opportunity to express my grateful thanks to Hiroshima University and Japan International Cooperation Agency (JICE) in Cambodia for their technical and financial support. And, I sincerely thank our authors, anonymous reviewers and especially, all editorial members who enthusiastically, willingly and voluntarily involve contribute to the success of the journal.
The establishment of CJED aims to (1) document research articles of graduates and current students who are receiving and have received the Japanese government’s scholarships to study in Japan from various scholarship programs, including The Project for Human Resource Development Scholarship by Japanese Grant Aid (JDS), PEACE Student Exchange Program, SPIES, JICA Long-Term-Training, MEXT and so on, (2) promote research culture in Cambodia and (3) involve with the government of Cambodia in transforming Cambodia from an agriculture-based country to an industrial country through the implementation Industrial Development Policy 2015-2025.
We hope that our regular publication will become the primary platform for researchers to share findings and discuss all aspects of current and future education issues that benefit education reform in Cambodia.
... According to Lieung, et al. (2019), every human being has the potential to be able to think critically but not all humans are able to use it in various situations. Someone who has the ability to think critically will have the ability to analyze, be a problem solver and be able to make good decisions (Butler, 2012;Minott, et al., 2019). Assessment of critical thinking skills in higher education has received wide attention because of the increase in the level of assessment of learning outcomes for the better (Liu, et al., 2014). ...
... Critical thinking writing activities by students are largely determined by 2 factors, namely students' natural critical thinking abilities and students' critical thinking dispositions (Taube, 1997). Students who have good critical thinking skills will certainly be able to become good problem solvers (Butler, 2012;Lieung, et al., 2019). Through the mini-project task: Understanding Public Perceptions of Environmental Problems, students are invited to think critically about environmental problems around the area where they live. ...
The purpose of this research is to improve students' critical thinking skills towards environmental problems through mini-project practicum activities on the concept of understanding public perceptions of environmental problems. This research is descriptive research using a qualitative approach. The subjects in this study were Semester II class E students who took Environmental Science courses in the Even Semesters of the 2019/2020 Academic Year. The instrument used to measure critical thinking skills using indicators developed by Ennis are 1) Elementary, 2) Clarification Basic Support, 3) Inference, 4) Advanced Clarification, 5) Strategies and Tactics. Results The average critical thinking ability of 20 students is in the medium category (average score of 69.54). Of the 20 students, 10% were in the very high category, 30% in the high category, 25% in the medium category, and 35% in the low category. Indicators of students' critical thinking in 5 aspects, each of which has an average value that is in the medium category
... Several studies provide numerous examples from various disciplines to argue that students can enhance their thinking abilities (Butler, 2012;Halpern & Dunn, 2021). To this aim, a four-part model is proposed for the explicit instruction of critical thinking. ...
The study aims to investigate the critical thinking and comprehension of literary texts of high school students in Bandar Lampung. The study was designed in an ex-post de facto setting with critical thinking and academic potential identified through students’ literary text comprehension. Three instruments were used in the study, i.e., an adapted reading, academic potential, and critical thinking assessment, involving tasks on summary, analysis, synthesis, and evaluation. The study reveals a noteworthy impact of explicit critical thinking training on students’ proficiency in literary text reading, alongside a significant interplay between the students’ critical thinking taxonomy and academic potential. The findings suggest the importance of a model for imparting high-order cognitive abilities, such as inferential, analytical, and synthetic skills, and active learning methods through experimentation that can be integrated into Indonesian high schools’ academic curriculums.
... Although intelligence tests, especially measures of general cognitive ability, have reliably predicted academic and job performance, they may not be sufficient to predict other everyday outcomes for which CT measures have made successful predictions and have added to the variance accounted for in performance. For instance, replicating a study by Butler (2012), Butler et al. (2017) obtained a negative correlation (r = −0.33) between scores on the Halpern Critical Thinking Appraisal (HCTA) and a measure of 134 negative, real-world outcomes, not expected to befall critical thinkers, such as engaging in unprotected sex or posting a message on social media which the person regretted. They found that higher HCTA scores not only predicted better life decisions, but also predicted better performance beyond a measure of general cognitive ability. ...
A review of the research shows that critical thinking is a more inclusive construct than intelligence, going beyond what general cognitive ability can account for. For instance, critical thinking can more completely account for many everyday outcomes, such as how thinkers reject false conspiracy theories, paranormal and pseudoscientific claims, psychological misconceptions, and other unsubstantiated claims. Deficiencies in the components of critical thinking (in specific reasoning skills, dispositions, and relevant knowledge) contribute to unsubstantiated belief endorsement in ways that go beyond what standardized intelligence tests test. Specifically, people who endorse unsubstantiated claims less tend to show better critical thinking skills, possess more relevant knowledge, and are more disposed to think critically. They tend to be more scientifically skeptical and possess a more rational–analytic cognitive style, while those who accept unsubstantiated claims more tend to be more cynical and adopt a more intuitive–experiential cognitive style. These findings suggest that for a fuller understanding of unsubstantiated beliefs, researchers and instructors should also assess specific reasoning skills, relevant knowledge, and dispositions which go beyond what intelligence tests test.
... (3) solving problems (Butler, 2012;Halpern, 1998;Willingham, 2008), (4) making inferences using inductive or deductive reasoning (Ennis, 1993;Facione, 1990;Halpern, 1998;Willingham, 2008), (5) asking or answering questions for clarification (Altun, 2018;Daniel, 2013;Ennis, 1993), (6) interpreting and explaining (Facione, 1990), (7) understanding causation (Lai, 2011;Liu et al., 2011;Thonney & Montgomery, 2019), (8) acquisition and implementation of knowledge (Anastasiadou & Dimitriadou, 2011), (9) judging the relevance and significance of information by universal/individual criteria (Bailin et al., 1999;Johnson, 1992;Lipman, 1988), (10) making decisions (Ennis, 1993;Halpern, 1998;Willingham, 2008), (11) investigating reliable sources (Ennis, 1993), (12) defining terms (Ennis, 1993). ...
... The application of critical thinking is significant both within educational settings and in our daily lives. Moreover, it plays a crucial role in ascertaining individual and communal achievements when confronted with increasingly intricate global predicaments (Butler, 2012;Clarke et al., 2017;Griffin & Care, 2015;Kirschner, 2020). The capacity to reason logically and probabilistically and apply these abilities to real-world problems that are not independent of their content are all included in the definition of critical thinking. ...
This study explored students' ability to think critically in connection to the learning processes, and it showed how important it is for students to engage in critical thinking in various educational environments. Cultivating students' abilities to engage in critical thinking is an essential component of the many educational methods and frameworks employed in today's classrooms. This research was conducted to provide a general overview of the notion of critical thinking as it pertains to the process of either teaching or learning. The only objective of this piece of writing is to carry out a literary analysis of the subject matter that is concerned with critical thinking. Each passing generation has a heightened awareness of the necessity to have an education due to the increasing sophistication and complexity of the world. It is generally accepted that the development of one's capacity for critical thinking is a stage in the educational process that is of the utmost significance across the board in all academic fields, particularly in the most recent few decades of education. As a consequence of the findings of this research, a significant conclusion has been drawn about the importance of having abilities in critical thinking for learners in all academic fields worldwide.
... A critical thinker is an individual who tries to solve complicated problems in different ways by asking questions, gathering relevant information, determining findings, and practically communicating those (Paul & Elder, 2008). It is expected critical thinkers to apply their great thinking skills in order to overcome various domains, including school, work, and home (Butler, 2012). ...
Critical thinking is at the forefront of learning, it builds self-empowerment and confidence. The study aimed to evaluate the influence of collaborative-individual learning on the critical thinking abilities of secondary students in the Philippines. The research sought to answer several questions, including the initial level of critical thinking skills, how the collaborative-individual learning approach was implemented, the level of critical thinking skills after the intervention, whether there was a significant difference before and after the intervention, and which group of students benefited the most from the approach. The study involved 215 Grade 10 students and utilized a single subject experimental design. Pre-tests and post-tests were conducted, and statistical tools such as item analysis, frequency distribution, mean difference, standard deviation, and t-tests were employed. The findings indicated that the students' critical thinking skills improved significantly after the application of collaborative-individual learning. School C demonstrated the highest level of interest and implementation. Based on the results, the study recommends incorporating collaborative-individual learning in teaching Economics and other subjects to enhance students' critical thinking skills. School administrators are encouraged to promote the use of this strategy.
... Critical thinking helps students engage in purposeful reasoning, thereby enabling them to evaluate hypotheses, make decisions, and present reasonable solutions to complex problems (Haghparast et al., 2014;Hynes et al., 2011). When faced with complicated problem solving, students with critical thinking abilities quickly analyze, evaluate, and connect with the facts or arguments (Butler, 2012;Mutakinati et al., 2018) and have a more complex understanding (C. Dwyer et al., 2011). ...
This study aims to reveal characteristics of critical thinking and cognitive elements in HOTS category questions from the Independent Curriculum Senior High School Physics Science Textbook in the material of Magnitudes and Measurements. This content analysis study employs the descriptive analysis method, as well as qualitative and quantitative approaches. The Science Textbook Physics independent curriculum for class X Senior High School was utilized as the study's sample. According to the findings of this study, the two text books evaluated elevate critical thinking features such as interpretation, analysis, evaluation, explanation, inference, and self-regulation, with the aspect of interpretation prevailing at 35.14% in book A and 33.35% in book B. While the findings of the HOTS category question analysis for both books revealed that both books discovered HOTS category questions with components of analyzing (C4) and evaluating (C5), no HOTS categories were discovered for the element of creating (C6). Most of the problems in the two books are still dominated by LOTS (low order thinking skill) questions, indicating that learning to think at a higher level requires more than just textbooks and direct instruction from the teacher. As a result, in order for students to think at a higher level, direct instruction from the teacher is required.
... Se sabe que el pensamiento crítico es un proceso cognitivo complejo (Martín y Barrientos, 2010), según Osorio (2020), es la capacidad de la persona para evaluar, analizar, solucionar conflictos y tomar decisiones respecto a situaciones C E cotidianas y del contexto; y como una habilidad fundamental de la persona, requiere de una autentica evaluación y una profunda reflexión, respecto a lo que se hace o acontece en la realidad y tomar decisiones acertadas (Butler, 2012;Díaz et al., 2019;Ennis, 2013;Saiz y Rivas, 2008). Para que un estudiante desarrolle esta habilidad y adquiera un nuevo conocimiento, se requiere de un aprendizaje activo y de una buena evaluación (Núñez-López et al., 2017). ...
El pensamiento crítico es una de las variables a la que más énfasis se hace en los centros de enseñanza, desde el nivel básico hasta el nivel superior, debido a que se espera que los estudiantes desarrollen esta habilidad para ser más críticos con los recursos, materiales y en la adquisición de competencias investigativas. En ese sentido, se hizo este estudio con la finalidad de analizar la relación que tienen el pensamiento crítico y la autoeficacia para investigar. Es estudio tuvo un diseño correlación en el que participaron una muestra de 142 estudiantes universitarios de ambos sexos. Los instrumentos utilizados para el recojo de los datos fueron: el Cuestionario de Pensamiento Crítico (CPC2) y la escala de autoeficacia para investigar. Luego de analizar los datos, se encontró que la relación entre estas variables es positiva baja, r =,388, al igual que, cuando se relacionan de manera cruzada, la variable con las respectivas dimensiones de la otra. Se concluye, en consecuencia, que el pensamiento crítico es un constructo multifacético que es muy necesario en la vida académica de los estudiantes y, sobre todo, cuando se trata de realizar una investigación, dado que es importante, evaluar, analizar, reflexionar, etc., sobre las fuentes científicas utilizados en ámbito académico y de investigación.
... Liu et al. (2014) identify CT as one of the main objectives of teaching at higher education level while referring to Association of American Colleges and Universities (AAC & U, 2011). It is one of the most talked about thinking skill due to its pivotal role in reasonable decision making and solving practical life problems (Halpern, 2003;Butler, 2012). Educational Testing Survey (2013) presented CT, as seen by the heads of higher education institution, as one of the important skills for not only achieving academic objectives but practical life aims as well. ...
The present study intended to explore the extent to which the implementation of the Functional English course develops critical thinking (CT) skills of learners at university level. This case study research made use of purposive sampling strategy and four such higher education institutions in the Khyber Pakhtunkhwa were chosen where case under study was offered. An observation protocol was used to collect data in this observational study. One observation in each institution was randomly conducted while observing all the ethical considerations. The researcher, as non-participant observer, collected field notes and analyzed that data qualitatively. The findings revealed that Intended Learning Outcomes (ILO's) were explicitly shared by all the teachers, which were directly reflecting potential for development of CT skills. Fifty percent teachers organized the opening of lesson by brain storming. All the four classes observed, reflected a strong evidence of teachers positive and productive interaction with students. Teaching strategies used by all the four teachers were student centered and indicative of development of CT skills among learners.
... As Butler, Halpern's PhD student, mentions in her study on assessment of critical skills according to the Halpern Critical Thinking Assessment, "critical thinking is not the same contract as intelligence or cognitive ability. " In their research, they found that although some biases were moderately related to cognitive ability, there was a whole group of critical thinking biases that were unrelated to cognitive ability, e.g., "outcome bias, base-rate neglect, 'less is more' effects, affect bias, omission bias, my-side bias" (Butler, 2012). ...
Based on our long-term focus on researching the content of transversal competences, and at the same time changing the forms of education so that they lead to the development of these competences, our primary objective is to design a new framework for mastering transversal competences in a higher education environment. Our approach to transversal competences is proposed as a feasible way to the enhancement of these competences through key processes of critical thinking and reflection.
... Dwyer et al., (2014) argues that CT teaching is becoming particularly relevant as it helps learners to develop the much more complex view of the knowledge they experience and facilitates effective judgment and problem-solving in real-world scenarios. The development of these essential skills is aided by pedagogical methods, which indicates to be integrated and emphasized in the curriculum (Widana, 2018), that bases on CT introduced in the last several decades (Bensley & Murtagh, 2011;Butler, 2012). Based on the constructive approach, it is the process of connecting ones' existing knowledge with new learning and creating their own knowledge and mental models as a result of their own experiences and thinking, CT skills training introduces new educational paradigms by changing instructional approaches from what to think to how to think (Behar-Horenstein & Niu, 2011). ...
Critical thinking is an important skill type. It has become a growing focus of attention. Based on the growing interest in critical thinking skills, this research examines the relationship of critical thinking with cognitive competence. Data on sub-questions were collected taking into account the main purpose of the research. This study, which is an educational science study, examines the correlational relationship. In this context, 323 school counsellors participated in the research. The data collected using the data tools used in the research (CC and CT) was examined and the results were reached. Research results show that cognitive competence is an important variable in terms of critical thinking ability. It has been concluded that cognitive competence is an important variable for the ability to think critically. The participants had no significant effect on critical thinking and cognitive competence of gender variables with the classroom. Taking into account this result, recommendations have been developed for the more efficient use of cognitive competence in critical thinking.
... With critical thinking skills, students will be more active in exploring various information, analyzing, evaluating, and solving problems (Kincheloe, 2008;Lai, 2009 students with critical thinking skills have advantages compared to students who do not have good thinking skills. Students with critical thinking will be more active in the learning process and more effective in learning and understanding things (Butler, 2012;Halpern, 2014). Critical thinking skills not only make students more active and easy to understand, but critical thinking skills also affect students' writing skills (Ebadi & Rahimi, 2018;Ismail et al., 2018). ...
This study describes the relationship between elementary school students' critical thinking and writing skills. The main objective of this research is to describe students' writing and critical thinking skills through project-based learning models. This study uses a quantitative approach with a quasi-experimental type. The research design used was a nonequivalent pretest-posttest control group design. The sample of this study was 50 students who were divided into 25 experimental groups and 25 students in the control class. This research selects 6th-grade students from one school in Bandung. The data collection instrument in this study used a description test to determine students' critical thinking and an assignment test to make persuasive texts to assess students' writing skills. The ANOVA test was used to determine the relationship between critical thinking and students' writing skills. The T-test was used to determine the differences in students' ability to write persuasive texts before and after receiving treatment with the project-based learning model. The results showed a good correlation between critical thinking and students' writing skills. In addition, there is a significant difference in students' writing skills before and after learning using the project-based learning model. It can be seen from the significance value of 0.00 <0.05. Thus the project-based learning model has a positive impact on improving students' critical thinking in learning to write and writing skills for elementary school students.
... Critical thinking has historically been defined as an elaborate type of thinking, that is, a cognitive process that includes evaluation and deep reflection (Butler, 2012), which allows the construction of new knowledge and the strategic use of this knowledge to solve problems of everyday life (Marin & Halpern, 2011). Critical thinking can also be defined as a complex type of cognitive thinking that is made up of interconnected threads that allow a person to evaluate, process analytically and reflexively, pursue and accept or reject information produced in social contexts or scientific works (Saiz, 2017; There are various theoretical models that explain the development of critical thinking, some focused on cognitive aspects, prioritizing analytical and reflective processes, and others focused on decisional and problem-solving aspects (Saiz & Rivas, 2017;Sasson et al., 2018). ...
Introduction. Critical thinking is a highly-valued skill in higher education, even though there are few studies that demonstrate its effectiveness on scientific skills of pedagogy students. The purpose of this study was to analyze the effect of a critical thinking program (PENCRIT-RC) on inquiry and probabilistic reasoning skills in pedagogy students. Method. The method was based on a quasi-experimental design, with a control group and pre- and post-test application. The participants were 95 students of science and mathematics pedagogy from two Chilean universities. The instruments used were an inquiry scale adapted from a critical thinking test, and a scale of probabilistic reasoning adapted from the Lawson classroom test. Descriptive and bivariated analisys (ancova) was applied to calculate data. Results. The results showed a statistically significant difference in both variables for the experimental group, with a large effect in the inquiry variable, and a moderate effect in the probabilistic reasoning variable. Discussion and Conclusion. It is concluded that the program is effective for the development of inquiry skills in participants, but probabilistic reasoning skills require more work in professional training.
... It was also discovered that, development of CT remains underestimated in most curricula, despite it is importance within the educational policies. The educational institutions supposed to provide strategies to develop the ability to critically thinking way of learning in as much CT plays a central role in decision making, innovation, entrepreneurship and problem solving (Butler, 2012). In line with this, McCollister and Sayler (2010) contributed that CT may be infused in all subjects using diverse learning strategies. ...
This study investigated the nexus of peer assessment and critical thinking on academic performance of students in Mathematics and Basic Science in Ekiti state, Nigeria. The study adopted an expost facto research design. Intact class was used to select the participants within the schools in the state. The instruments used to determine the veracity of peer assessment and critical thinking were Mathematics and Basic Science performance Test" (MBSPT) and Questionnaire on Nexus of Peer Assessment and Critical Thinking (QNPACT). The validation of QNPACT and MBSPT were ensured by using face and content validity, while test re-test method was used to ascertain the reliability of the instruments and yielded a coefficient of 0.82 and 0.85 respectively. Data collected were subjected to descriptive and inferential statistics. The findings of the study revealed that peer assessment and critical thinking can significantly influence students' performance in Mathematics and Basic Science. It was recommended that adequate measure should be taken by the teachers to ensure that students practice peer assessment and critical thinking in order to develop positive attitude towards learning of Mathematics and Basic Science.
... Simpson & Courtney (2008) stated that critical thinking strategies, such as questions, debates, and small group activities, develop professionals. According to the results of the research on the Halpern Critical Thinking Assessment (HCTA), a measurement of critical thinking skills in various fields show that overall higher essential scores of thinking report fewer adverse life events (Butler, 2012). In student organizations, there are opportunities to ask questions, make a balanced perspective, and be diplomatic. ...
Student organizations are very essentials in developing basic qualities of students and share interests, talents, and potential in extracurricular activities in the organizations. In Indonesia, student organizations play an important role of developing the student potential. The purpose of this article therefore is to review, describe, and explore the benefits of student organizations. Data were collected from eight Student Executive Board (BEM) in eight different campuses located in the Special Region of Yogyakarta. The phenomenological approach is carried out to uncover the usefulness of student organizations. In general, this article establishes that student organizations support the mastery of citizenship skills. The results show that there are 5 benefits students gain, including (1) Increasing civic awareness, (2) Increasing civic engagement, (3) enhanced the level of professionalism, (4) Instilling creativity, and (5) improved critical thinking. This article concludes that there is a need to carry out activities related to the management of skills in the planning work programs of the Student Executive Board (BEM), participating in scientific meetings, seminars, conferences, or training. This leads to a harmonious work atmosphere and wise decision making.
... El pensamiento crítico ha sido definido como el conjunto de procesos que permiten tomar una decisión bien fundamentada en cuestiones o problemas conflictivos (Fisher, 2011). Como apunta Butler (2012), el pensamiento crítico es un constructo complejo y, como tal, difícil de evaluar. Con frecuencia se distingue entre destrezas de pensamiento crítico y disposición hacia el pensamiento crítico. ...
Abstract: The purpose of this study was to investigate the possible influence of disposition towards critical thinking, grade level and gender (as independent variables) on the quality level of secondary school students' beliefs about science (as a dependent variable). A total of 141 Spanish secondary school students, 75 boys and 66 girls. in grades 8, 9 and 11 took part in this study. A questionnaire on beliefs about science and a questionnaire that maps disposition towards critical thinking were administered to participants. From the Pearson product-moment correlation matrix of the study variables and from the backward stepwise regression analysis it can be concluded that: 1) academic training received and gender seem to have a negligible impact on beliefs about science; and 2) disposition towards critical thinking (that is to say, potential use of critical thinking skills) makes an outstanding contribution to those beliefs.
... Critical thinking is one of the processes in higher order thinking skills that play a major role in problem solving, decision making and logical thinking [14] [15] . Therefore, the measurement of critical thinking has been carried out by experts since around 1950 when Bentley proposed a scale that measures several aspects of critical thinking [16]. ...
... Critical Thinking and Problem Solving: In this process, students discover hypothetical solutions to a problem and by processing those solutions they culminate in the most effective (Butler, 2012). ...
In recent years institutions try to adapt their courses based on the students' needs. Research is focused on what
data to extract from students and how to use them to provide personalized learning material. This article
introduces the architecture of an Adaptive Blended Learning Platform that aims to help students develop 4Cs.
The suggested platform is based on the principles of Bloom’s Taxonomy, the Felder-Silverman Learning
Styles Model and Blended Learning. A simple interface is provided to the teacher to create and manage
courses and classroom material. Additionally, through the platform personalized worksheets for a selected
course are created. For the creation of such worksheets an algorithm acts as an assistant to the teacher that
suggests which learning objects suit each student better. Finally, the materials available to students consist of
digital and non-digital tools to make them more active and to stimulate their interest, such as activities,
exercises and games that can be practiced both at classroom and at home
... As Butler and Halpern (2012) stated, this level of mindfulness in auditors refers to the auditors' mental, perceptual, and cognitive skills in analyzing corporate financial performance. In fact, intuitive mindfulness is based on the insights and inspirations of the individual that auditors sometimes use their intuitive power and decisionmaking power to control the accounts and performance of the company. ...
The growth and complexity of society justify the need for relevant economic information, information systems, and information-generating processes, and the need for auditing as part of the information reporting process increases. This has affected the professional functions of auditors. The purpose of this research is to choose the influential dimension of mindfulness of auditors' professional judgments based on social pressure analysis based on Rough Theory. The methodology of this research is mixed and it has been used by Meta-synthesis, Delphi and Rough Theory. The target population was the qualitative, similar research and academic experts in the field of accounting. However, the target population in a small number of 19 audit partners had more than 5 years of work experience, which is acceptable from the statistical population due to the requirement of Ruff theory analysis. In this study, based on the Meta-synthesis analysis of selected researches, 4 propositions of pressures based on social compliance and 3 components of auditors' professional judgment were determined. The results in this section show that the most effective proposition of social compliance pressures was the market pressure proposition, which affects the inferential consciousness of auditors in their professional judgment and violates the auditors' mental functions such as skepticism and objectivity.
... scientific thinking and critical thinking, profoundly influence the quality of decision making (e.g. Ashby, 2017;Butler, 2012;Butler et al., 2017;Cokely et al., 2012;Cokely et al., 2018;Ghazal et al., 2014;Jasper et al., 2017;Lehman & Nisbett, 1990;Leshowitz et al., 2002;Pertl et al., 2017;Peters et al., 2006;Reyna & Brainerd, 2008;Stanovich, 2016;Stanovich & West, 1998). ...
Many decisions require prioritising relevant over less relevant information. In risky environments, probabilities provide the weights to use information according to their relevance. We investigated whether participants with high ability and motivation are able to use probabilities effectively for prioritising relevant information and, therefore, decide accurately and achieve better outcomes. A variant of the standard probabilistic inference paradigm of decision research was used for which interindividual variability has been demonstrated. We assessed whether participants’ statistical-methodological competence can explain thesedifferences in decision accuracy.
Findings show that even highly capable and motivated participants had difficulty in consistently prioritising relevant information. Participants looked up twice the amount of information necessary. In explicit decision contexts, participants achieved high decision accuracy, yielding high monetary gains. When information was conflicting, the overuse of less relevant information led to a deviation from accurate behaviour and, therefore, inferior decision outcomes. Statistical-methodological competence could not explain the deviation.
... The study has shown that someone can generate self-motivated knowledge in civilization if one has a critical thinking skills [6]. Having good critical thinking skills can lead one to have cognitive competence to reach the desired objective [7]- [9]. Therefore, one of the purposes of the educational system has put critical thinking skills as the one of utmost objective in education [8]. ...
span>Identifying students' errors in solving cases of critical thinking skills from two variables of linear equation (TVLE). This was a qualitative study using a descriptive exploratory approach. The participants of the study were first-year students of mathematics education. The method used in this research is a test, interview, and triangulation. The findings showed that the students have low critical thinking skills; therefore, they could not complete the task correctly. Based on the Action-Process-Object-Schema (APOS) theory, students' mistakes in completing math problems consist of four elements, namely: i) The errors in interpreting; ii) The errors in understanding the concept; iii) The error in the procedures; and iv) The error in technical things. The student's response in this study was in the theoretical of APOS, so that they could not reach a correct schema. The study results are expected to be beneficial in developing the activities in teaching TVLE, so that the students will make less errors in completing critical thinking skills problems in mathematics. Therefore, further study in developing a teaching model for mathematics teaching to improve students' critical thinking skills is highly recommended.</span
... Critical thinking is the subject of a great variety of definitions, but we can consider that it "is good thinking that is well reasoned and well supported with evidence" (Butler and Halpern, 2020, p. 152): to that, it is purposeful, reasoned, and goal-directed (Halpern, 1998). There is an agreement around conceptual key elements, like judgment, reasoning, reflective thinking, and metacognition (Fischer, 2001), which are mobilized to achieve the desired result by thinking rationally and in a goal-oriented fashion (Butler, 2012). ...
Purpose. While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow’s educators, represent a useful object of study.
Methodology. Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers’ (n = 245) critical thinking in three French-speaking nations: Wallonia, France, and Quebec. We aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy. Metaliteracy is a concept that aims to join information, digital, and media literacy providing a comprehensive framework “for engaging with individuals and ideas in digital environments” (Mackey and Jacobson, 2011, p. 70). Findings. We establish the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. We propose a model predicting the critical thinking skills based on self- efficacy in critical thinking and metaliteracy, the type of training, and the interaction between employment and the country of study.
Originality. Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between metaliteracy self-efficacy and critical thinking skills. Pre-service teachers’ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.
... Criticality has become a highly valued skill in modern society [38]. This is because in the modern era, where information technology is developing rapidly, skills are needed to analyze information, evaluate its credibility and apply information appropriately [39]. Of course, by developing criticality skills, the community will benefit more from the various information currently available [40]. ...
The massive circulation of hoaxes on social media is currently a fairly complex
problem in society. One simple way that is considered effective to reduce the
rate of hoaxes is to not disseminate information without prior verification.
Verification efforts with the aim of minimizing the impact of this hoax can be
referred to as criticality. The term criticality is basically still quite new when
compared to the term critical thinking. Criticality refers to the concept of
critical thinking accompanied by a commitment to act based on socio-cultural
values. The purpose of this study was to develop a criticality scale related to
hoaxes on social media. The method used is quantitative involving 400 students
from state universities in Malang City. The results of this study indicate that the
criticality scale related to hoaxes developed has met the criteria of good validity
and reliability
... Even though critical thinking has been an area of interest since ancient Greek philosophers, it has not found its rightful place in practice for a long time. At present, however, critical thinking skills are accepted as the ultimate target of educational curricula, and original training programs are formed and measurement tools are developed in this regards (Akbıyık & Seferoğlu, 2006;Butler, 2012;Karalı, 2012;Liu et al., 2014). Critical thinking has been discussed by different disciplines in its historical development and explained in more detail. ...
... Despite a strong emphasis on improving CT, the CT levels displayed by most community college students are often inadequate. A few small-scale studies in the United States found that community college students had lower CT cognitive skills than those in university [12,13]. Only one study reported CT cognitive skills in Asian students in community colleges [14]. ...
The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese community college students to assess the levels of CT cognitive skills and CT dispositions and to identify the associated factors. The California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and a questionnaire on the students’ socio-demographic and academic profiles were used. The results showed that the average level of CT cognitive skills was 17.82 ± 4.10, which was at the upper end of the moderate range. For CCTDI scores, the mean value was 278.81 ± 22.61 and positive disposition towards CT was shown in four subscales: open-mindedness, analyticity, confidence in reasoning, and inquisitiveness. From regression analysis, HKDSE total score (i.e., university entrance examination total score), CT subject grade level, CCTDI truth-seeking, and CCTDI analyticity were identified as the four significant factors associated with their CT cognitive skills. The findings provide significant implications when reviewing the program design and curriculum as well as the addition of CT elements in a separate course to promote students’ CT abilities for sustainable development.
La pensée critique et la capacité à aborder l’information sont apparues comme étant cruciales au cours des dernières années, particulièrement en raison du rôle délétère, réel ou supposé, des médias sociaux. Pour répondre à cet enjeu, le rôle de l’éducation et, par conséquent, des enseignants apparaît central. Dans cet article, nous rapportons les observations réalisées auprès de futurs enseignants en formation initiale dans une activité de visionnement et de débat sur un groupe social Facebook. Grâce à une vidéocapture (screencasting) et un protocole de pensée à voix haute, nous avons été en mesure de documenter les pratiques de pensée critique et les stratégies de métalittératie (un concept englobant des compétences telles que la littératie informationnelle et numérique) d’enseignants en formation en Wallonie, en France et au Québec (n = 9). Avec une série d’entrevues (n = 32), nous avons pu mettre en contraste ces stratégies avec les stratégies déclarées comme étant connues. Les étudiants en formation professionnalisante mobiliseraient davantage des stratégies métacognitives et autocritiques tandis que celles et ceux en formation disciplinaire mobiliseraient plutôt des stratégies dites critériées. Quel que soit le type de formation, on recense moins de stratégies mobilisées que de stratégies connues.
Background
This research explores thinking and teaching strategy in sciencesteaching by analyzing 2027 research articles from the Web of Science.It is anticipated that groups of keywords, writers, and universitieswill highlight patterns, offer advice to scholars and teachers, andadd to the body of literature already available on the topic.
Purpose
This study's purposes are to use the Web of Science to examine thecurrent state of the literature on thinking and teaching strategy insciences teaching, identify clusters of relevant keywords, authors,and universities, and investigate potential future research avenuesin this area.
Sample
The Web of Science provided the data for this study, which comprised2027 scientific papers that were released between 1984 and 2022. Acomplete and representative sample was achieved by screening andchoosing a sample from a starting pool of 4000 articles.
Design and methods
Data from the Web of Science Core Collection database were gatheredfor this study using bibliometric and content analysis methods. Frommore than 4000 sources, pertinent papers on teaching strategies andscientific education were chosen, and 2027 peer-reviewed publicationswere further assessed. Non-scientific sources were excluded.
Results
This study investigated 2027 scholarly publications on teaching andthinking techniques in science education published between 1984 and2022 in the Web of Science Core Collection. Six study clustersspanning subjects including student knowledge and thinking, cognitivetechniques for creativity, and robots in science education werefound. The clusters included 59 universities, 89 keywords, and 199authors from 63 different countries.
Conclusion
In order to fully understand thinking and teaching strategies in scientific education, this study carefully analyzed 2027 research publications from the Web of Science Core Collection. The results might aid researchers, instructors, and regulators in understanding the state of the literature and potential future study topics in science education.
The aim of this study was to investigate the role of critical thinking components and psychological capital in the job satisfaction of married teachers in Tehran. Descriptive and correlation methods have been used to collect and analyze information. The research population consisted of all teachers working in the education areas of Tehran, of which 142 teachers, including 70 women (8 under 5 years, 16 between 6-10 years, 11 between 11-15 Years, 32 people with more than 15 years of service) and 72 men (4 people under 5 years, 11 people between 6-10 years old, 23 people between 11-15 years old, 29 people with more than 15 years of service) available and volunteer To participate in the research, they were selected from 1, 2, 4, 6, 10 and 15 education districts of Tehran in the academic year 2009-2010 and completed the California Critical Thinking Questionnaire, Lutens Psychological Capital and Field and Ruth Job Satisfaction. The collected data were analyzed by correlation and stepwise regression. The results showed that the average job satisfaction of teachers was 63.27 and the highest average in psychological capital in the dimension of hope with a score of 23.94 and the highest average in critical thinking in the dimension of inductive reasoning skills with a score of 4.57. While the critical thinking score range is between 0-34, which indicates the low scores of teachers in a variety of critical thinking skills.
Critical Thinking skills sum up the proficiencies needed for employment. Critical Thinking skills especially Soft skills are identified as a job barrier in Malaysia. Employers assert that our graduates lack Soft skills, thus in 2006, the Malaysian government introduces and encourages the use of Soft skills, which include communication skills, problem-solving and thinking skills, continuous learning skills and information management skills, work in group skills, leadership skills, entrepreneurship skills, and professional ethics. This study focuses on the Soft skills for graduates’ employability through three objectives: to investigate the Soft skills needed by graduates, to determine whether graduates have the soft skills required for employment and whether these skills are being taught at university. The research methodology consists of a survey aimed at lecturers at the Language Centre, National Defence University of Malaysia, using a mixed-method approach. The online survey contains both closed and open-ended questions and is analyzed using SPSS v.25.0 and manual content analysis. Results indicate that the most desired Soft skills are Communication Skills, Problem Solving and Thinking Skills, and Teamwork Skills. Lecturers agree that graduates must be equipped with the Soft skills needed for employment and they perceive that these skills are taught at the university. The lecturers agree on the importance of Soft skills, and this is supported by the overall findings. This research suggests that higher educational institutions should teach Soft skills either through a course specifically for Soft skills or integrated into courses designed to meet employers’ needs.
Vaksin PICKids yang diperkenalkan oleh Menteri Kesihatan, Khairy Jamaluddin adalah vaksin
yang dibuat untuk kanak-kanak berumur 5 hingga 11 tahun. PICKids ini hanya merangkumi satu
pertiga daripada kandungan vaksin untuk orang dewasa. Setelah pengumuman dibuat pada 1
Februari 2022, PICKids telah mendapat sambutan daripada ibu bapa yang telah mendaftarkan anak
mereka. Sehingga 21 Februari 2022, seramai 1,022,966 pendaftaran yang telah didaftarkan oleh
ibu bapa atau penjaga diterima dan angka ini menunjukkan sebanyak 28% kanak-kanak telah
mendaftar daripada jumlah populasi mereka seramai 3.6 juta. Suatu kajian secara temubual yang
dijalankan ke atas 46 orang ibu bapa dari pelbagai latar belakang memberi gambaran untuk melihat
perspektif mereka dari sudut Islam vaksin PICKids sebagai ikhtiar. Hasil dapatan mendapati hanya
segelintir ibu bapa yang menolak pemberian vaksin ini. Antara faktor penerimaan mereka adalah
disebabkan pengalaman sebagai penerima vaksin, kesan sampingan sebagai pesakit COVID-19
yang ringan dan tawakal yang menjadi pegangan kepada mereka untuk menerima PICKids sebagai
salah satu ikhtiar dan tanggungjawab serta amanah sebagai ibu bapa untuk melindungi anak
mereka.
Critical thinking (next CT) is one of the key competencies in the modern world. Despite the variety of assessment systems for secondary and higher education, there is a lack of tests for assessing this competence for adults. The importance of adult assessment is emphasized primarily by the need for employers to have employees with developed CT in various work contexts.
The article describes the procedure for creating a measurement test for students of the training course «Critical Thinking» of the «Yandex.Practice» platform and the results of assessing its psychometric quality. When creating this test, we relied on the Evidence Centered Design (ECD) approach. The test is performed in computer form and consists of tasks aimed at identifying the relevant observed behavior of the subject. The validity of the developed test, including its compliance with theoretical expectations about the factor structure, is confirmed by evidence of constructive, criterion, convergent and content validity. The limitations of this study and possible directions for future developments are considered. The result of the work is a validated test for measuring critical thinking for adults, the quality of the tasks of which is confirmed by psychometric analysis in modern mental test theory (IRT — Item Response Theory).
El objetivo del artículo es determinar las perspectivas de la literatura universal como materia para el desarrollo del pensamiento crítico de los estudiantes. Se utilizó un conjunto de métodos: prueba, conversación, observación, evaluación formative y métodos estadísticos. La variable independiente de la evaluación formativa es un sistema metódicamente modificado de lecciones de literatura mundial. La variable dependiente es el pensamiento crítico. Las muestras se formaron entre estudiantes de décimo grado de las instituciones educativas generales y secundarias de Kyiv. Los resultados del estudio dan testimonio de la efectividad del método desarrollado para desarrollar el pensamiento crítico. Se registraron cambios cuantitativos positivos para todos los criterios estudiados: cognitivo, comunicativo, reflexivo. Los resultados del análisis cuantitativo se confirman con datos observacionales, que indican transformaciones cualitativas en la actividad y el comportamiento educativo de los estudiantes. La prevalencia de indicadores medios de pensamiento crítico al inicio del experimento indica el nivel insuficiente del fenómeno estudiado, lo que se explica por el predominio de métodos reproductivos de aprendizaje en el proceso educativo. Las perspectivas de investigación implican estudiar la efectividad de un programa de desarrollo con estudiantes de otros grupos de edad.
critical thinking, Canadian students, Iranian students, narrative inquiry, comparative study
Critical thinking skills are essential for success in life and work, and it is essential that learning strategies enable the development of critical thinking skills from the early years of schooling. The objective of this study is to evaluate the effectiveness of cooperative learning using the RoundTable and Think-Pair-Share methods in the development of critical thinking skills such as observation, inference making, interpretation, analysis, and argumentation, in 4th graders students. The study employed a quasi-experimental design with a pretest and posttest using equivalent experimental and control groups. Results show that the use of cooperative learning, compared to a more traditional teaching methodology, was more effective in developing the critical thinking skills under study.
Critical thinking refers to the ability to analyse, synthesize, and evaluate information and apply these skills and strategies responsibly to various situations to determine the best course of action. Effective critical thinkers apply these skills to specific contexts to make good decisions at work and in their personal lives, thus, critical thinking has become an important goal of education and is valued by employers. Society, however, perceives deficiencies in students’ critical thinking abilities. In this chapter, we describe the indirect evidence for relationships between underdeveloped critical thinking skills and use of contract cheating services. We then explain how critical thinking skills can be taught and learned by way of pedagogical strategies, and that strengthening students’ critical thinking abilities could reduce contract cheating.KeywordsAcademic integrityAcademic misconductContract cheatingCritical thinkingInstructor education and trainingPedagogy
Innovación educativa en contexto: Una mirada a la práctica docente desde la academia Tomo I y II, permite recoger la experiencia de Maestros que a través de la investigación identifican y dan solución a las preocupaciones educativas de su contexto y con ello aportan a la calidad educativa. En el desarrollo de estas investigaciones se vislumbra el compromiso de los docentes investigadores en la búsqueda de alternativas de solución a través de las instituciones educativas de diferentes ciudades y municipios del departamento de Magdalena a partir de la reflexión sobre la práctica docente. Se vislumbra la experiencia cualificadora que desde la Maestría en Educación de la Universidad Simón Bolívar propende por la formación de docentes investigadores procurando la transformación de la calidad educativa de la región y el país, a partir de la reflexión de la propia práctica docente y mirando fortalezas y oportunidades de mejora para reinventar su quehacer a través de la innovación desde las diferentes áreas del conocimiento.
This chapter presents a sociocultural instructional model designed to raise L2 learners' awareness to the vital importance of developing their critical thinking competence, especially in global crisis times. For this purpose, a pilot study was launched to explore English learners' attitudinal factors based on their critical thinking responses to rhetoric passages with a high sociolinguistic content component. This study, part of a more extensive quasi-experimental UAM-TeLL project, was implemented in a high school of Cartagena with first-year baccalaureate students. This educational approach's structure allowed the researchers to measure the dynamic of participants' feelings and reflective attitudes. The study's analytical instruments included three dimensions pre- and post- questionnaires, specific tasks on judgment and inference, guided interviews, rubrics, and field observation. This chapter reports on the initial qualitative findings and confirm students' engagement and awareness of their critical thinking skills.
This chapter explores the influence of life stories and literature on English learners' critical thinking development by examining students' goal orientation, attitudes, and motivation to rhetoric passages with high sociolinguistic content. Specifically, this study, part of a larger project, applies a sociocultural pedagogical model to raise L2 learners' awareness of the relevance of developing their critical thinking competence to analyze reality and gain confidence in expressing their voice. As a dystopian life story, George Orwell's 1984 novel is used as critical thinking triggering strategy for first-year bilingual education baccalaureate students to achieve this goal. The study's methodical instruments included a three-dimensional analysis model, pre- and post-questionnaires, specific tasks on judgment and inference, guided interviews, rubrics, and field observations. This chapter reports on the study's qualitative findings and demonstrates the effect of literature and stories on students' engagement and awareness of their critical thinking skills.
In a narrower sense, neuropsychology is a discipline that deals with the relationship between
neuroscience and psychology. Here he mainly examines the connections between the central
nervous system and the human psyche. This characteristic corresponds to the narrow
interdisciplinary conception of this scientific field. However, in a deeper search of current
professional published literature, one can find works that document the transcendence of this
discipline into other medical and some social disciplines. In the form of a literary review, this
work set itself the task of examining the professional literature published on this topic and
selecting representative literary sources that document the interdisciplinary nature of this
scientific discipline.
Po revolučnom roku 1989 zaznamenávame sociálno-ekonomickú transformáciu spoločnosti,
ktorá interferovala životy mnohých rodín v súčasnosti. Príspevok objasňuje na základe
kvalitatívnej analýzy dopady sociálno-ekonomických zmien v spoločnosti na život rodiny,
s akcentom na vývin dieťaťa. Reštrukturalizácia hospodárskej sféry znásobila sociálne
nerovnosti v rodinách, ktorých dôsledkom je chudoba, nezamestnanosť, zadlženosť. Rastúce
požiadavky na trhu práce podmieňujú enormný záujem uplatniť sa v profesijnej oblasti, a tak
na rodinu neostáva čas. Nedostatok emocionálneho prepojenia medzi členmi rodiny spôsobuje
pocity osamelosti a disharmóniu rodinných vzťahov. Uspokojivé finančné zabezpečenie
rodiny často determinuje nutnosť migrácie za pracovnými príležitosťami. Dlhotrvajúce
odlúčenie rodičov od svojich detí ohrozuje fyzický vývin, psychickú pohodu a v konečnom
dôsledku aj školskú úspešnosť dieťaťa.
One of the major issues related to critical thinking in higher education consists of how educators teach and inspire students to develop greater critical thinking skills. The current study was conducted to explore whether Decision-based Learning (DBL), an innovative teaching method, can enhance students’ critical thinking skills. This mixed methods ex-post facto study aimed to identify the areas of overlap between DBL and critical thinking components based on an empirically tested framework. The study was conducted at a large, private university in the western United States with two instructors and 89 undergraduate students. Data were collected via DBL publications, course midterm exam scores, and instructor interviews. Since this was an ex post facto study, the exam items were not initially written to target critical thinking skills as defined by the critical thinking framework we chose. An analysis was done on the cognitive processes elicited by the exam items after the fact, and it was found that they elicited three of the six skills described in this framework. In addition, participation in DBL activities related to statistically significant higher exam scores on these items after controlling for a standardized pre-test taken by both treatment and control groups prior to beginning the course. The effect sizes were large in favor of the DBL courses. In addition, two instructors reported their perspectives on the critical thinking skills exhibited by their students using DBL. The evidence collected across these three sources of information supports a connection between DBL and four of the six critical thinking components within the framework we selected.
Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. We found 117 studies based on 20,698 participants, which yielded 161 effects with an average effect size (g+) of 0.341 and a standard deviation of 0.610. The distribution was highly heterogeneous (QT = 1,767.86, p < .001). There was, however, little variation due to research design, so we neither separated studies according to their methodological quality nor used any statistical adjustment for the corresponding effect sizes. Type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance. These findings make it clear that improvement in students’ CT skills and dispositions cannot be a matter of implicit expectation. As important as the development of CT skills is considered to be, educators must take steps to make CT objectives explicit in courses and also to include them in both preservice and in-service training and faculty development.
The following text is taken from the publisher's website:
"This handbook focuses on the thinking processes necessary for learning. It provides descriptions and evaluations of 42 major frameworks including Bloom¿s taxonomy, de Bono¿s lateral and parallel thinking tools, Gardner¿s theory of multiple intelligences and Paul¿s model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. The discussion of cognitive, emotional and social aspects of thinking and the nature of classification help the reader locate theories within a broader field of knowledge. Key concepts such as critical thinking, self-regulation and metacognition are examined from a range of perspectives. The handbook offers practical advice in the form of choices and recommendations for the use of frameworks in teaching, learning and assessment. A valuable tool for students needing to understand different ways of thinking it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers.
¿ Uniquely comprehensive coverage of key frameworks for thinking with easy-to-use summary tables ¿ Multidisciplinary approach promotes critical thinking ¿ Practical approach and advice useful to students, teachers, curriculum developers and policy makers."
The authors evaluated the reliability and validity of a set of 7 behavioral decision-making tasks, measuring different aspects of the decision-making process. The tasks were administered to individuals from diverse populations. Participants showed relatively consistent performance within and across the 7 tasks, which were then aggregated into an Adult Decision-Making Competence (A-DMC) index that showed good reliability. The validity of the 7 tasks and of overall A-DMC emerges in significant relationships with measures of socioeconomic status, cognitive ability, and decision-making styles. Participants who performed better on the A-DMC were less likely to report negative life events indicative of poor decision making, as measured by the Decision Outcomes Inventory. Significant predictive validity remains when controlling for demographic measures, measures of cognitive ability, and constructive decision-making styles. Thus, A-DMC appears to be a distinct construct relevant to adults' real-world decisions.
In 7 different studies, the authors observed that a large number of thinking biases are uncorrelated with cognitive ability. These thinking biases include some of the most classic and well-studied biases in the heuristics and biases literature, including the conjunction effect, framing effects, anchoring effects, outcome bias, base-rate neglect, "less is more" effects, affect biases, omission bias, myside bias, sunk-cost effect, and certainty effects that violate the axioms of expected utility theory. In a further experiment, the authors nonetheless showed that cognitive ability does correlate with the tendency to avoid some rational thinking biases, specifically the tendency to display denominator neglect, probability matching rather than maximizing, belief bias, and matching bias on the 4-card selection task. The authors present a framework for predicting when cognitive ability will and will not correlate with a rational thinking tendency.
In this book, distinguished theorists and researchers in psychology have explored the role of critical thinking in psychology. The conclusion I come to is that critical thinking is critical in and to psychology. In this final chapter, I summarize some of the “critical” lessons readers can learn from having read the book. Our parents socialize us into the importance of putting things in a positive and constructive way, and of saying things in the “right” way. These skills should be part of our socialization in psychology as well. For example, Halpern (Chapter 1, this volume) points out that although two questions – “Do you favor or oppose allowing students and parents to choose a private school to attend at public expense?” and “Do you favor or oppose allowing students and parents to choose any school, public or private, to attend using public funds?” – essentially ask the same thing, the percentages of respondents responding in favor of vouchers differed by 22%, depending on how the question was asked. Similarly, Schwarz (Chapter 4, this volume) shows that how survey questions are framed has an enormous impact on how they are answered. Even using a scale of −5 to +5 versus 0 to 10 had a large impact – a difference of 21% – in the way a question about success in life was answered.
Good scientific research depends on critical thinking at least as much as factual knowledge; psychology is no exception to this rule. And yet, despite the importance of critical thinking, psychology students are rarely taught how to think critically about the theories, methods, and concepts they must use. This book shows students and researchers how to think critically about key topics such as experimental research, statistical inference, case studies, logical fallacies, and ethical judgments.
Long-term benefits are possible when organizations obtain a big-picture understanding of the skills gap and what it means in today's global business environment.
An abstract is not available.
This book presents the findings and recommendations of the 2008 National Conference on Undergraduate Education in Psychology. For this conference, 80 psychologists and other academics charged with the task of designing the best possible future for undergraduate education in psychology spent a week at the University of Puget Sound during the summer of 2008. We met in working groups and plenary sessions in which ideas were debated and visions of quality programs in psychology were created. We envisioned a future for higher education in which change could be brought about in a sound, scientific way that would yield long-lasting positive benefits for all of the stakeholders. Conference participants were selected for their commitment to excellence in education in psychology, especially at the undergraduate level. We represented the full range of diversity in psychology, including participants from all levels of education, ranging from high school teachers to those who taught only graduate students. We were a racially diverse mix of early- and late-career psychologists from large and small institutions, including professional schools; from different areas of expertise within psychology; and including people with disabilities and knowledge about disabilities. We invite readers to respond to our call for action and to join with us in the redesign of undergraduate education in ways that can have positive and long-lasting effects on the millions of students worldwide who enroll in undergraduate psychology courses. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although the development and transfer of critical thinking skills are recognized as primary goals for education, there is little empirical evidence to help educators decide how to teach in ways that enhance critical thinking. In two studies, we compared explicit and imbedded instructional modes and assessed critical thinking with the Halpern Critical Thinking Assessment, which uses both constructed response and multiple-choice response formats with everyday situations. Participants were high school students in the United States attending low-performing high schools with large minority enrollment. In both studies, the students receiving explicit instruction showed much larger gains than those in the imbedded instruction group. Grade point average was significantly related to critical thinking scores, but as expected its relationship with critical thinking was much weaker than standardized test scores. These results provide robust evidence that explicit instruction is an effective method for teaching critical thinking skills to high school students.
A number of theoretical positions in psychology—including variants of case-based reasoning, instance-based analogy, and connectionist models—maintain that abstract rules are not involved in human reasoning, or at best play a minor role. Other views hold that the use of abstract rules is a core aspect of human reasoning. We propose eight criteria for determining whether or not people use abstract rules in reasoning, and examine evidence relevant to each criterion for several rule systems. We argue that there is substantial evidence that several different inferential rules, including modus ponens, contractual rules, causal rules, and the law of large numbers, are used in solving everyday problems. We discuss the implications for various theoretical positions and consider hybrid mechanisms that combine aspects of instance and rule models.
People possess an abstract inferential rule system that is an intuitive version of the law of large numbers. Because the rule system is not tied to any particular content domain, it is possible to improve it by formal teaching techniques. We present four experiments that support this view. In Experiments 1 and 2, we taught subjects about the formal properties of the law of large numbers in brief training sessions in the laboratory and found that this increased both the frequency and the quality of statistical reasoning for a wide variety of problems of an everyday nature. In addition, we taught subjects about the rule by a “guided induction” technique, showing them how to use the rule to solve problems in particular domains. Learning from the examples was abstracted to such an extent that subjects showed just as much improvement on domains where the rule was not taught as on domains where it was. In Experiment 3, the ability to analyze an everyday problem with reference to the law of large numbers was shown to be much greater for those who had several years of training in statistics than for those who had less. Experiment 4 demonstrated that the beneficial effects of formal training in statistics may hold even when subjects are tested completely outside of the context of training. In general, these four experiments support a rather “formalist” theory of reasoning: people reason using very abstract rules, and their reasoning about a wide variety of content domains can be affected by direct manipulation of these abstract rules.
The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers’ underlying reasoning for choosing a particular answer, nor does it reflect test-takers’ ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals’ spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students’ critical thinking performance.
It was modified to make it more relevant for college students. Three questions were removed, two questions were modified
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