Questions related to Critical Thinking
Dear Colleagues and Friends from RG,
What are the main problems in the development of science?
What are the key problems of research development?
What are the limitations for research work?
What do you think are the main problems with publishing research results?
Are these financial constraints or other problems?
How can these problems be solved?
What do you think about it?
What's your opinion on this topic?
I invite everyone to the discussion,
Thank you very much,
This survey is a part of ongoing research to develop an empowerment index for architects in architectural education at the Department of Architecture and Regional Planning, IIT Kharagpur.
Your suggestions and opinions will make a valuable contribution to the research. I would appreciate it if you could kindly spare some of your valuable time filling out the questionnaire.
How important would you consider reading Foucault for critical thinking development, or any other author you consider relevant.
I wasn't able to find any articles that would attempt to however partially answer this question* so I will appreciate being linked to any kind of evidence.
*Apart from those cited by Huber & Kuncel, 2016 (
My research is about critical thinking (CP) and academic performance (AR) in university students. The purpose is to determine if there is a relationship between CP and AR and how CP skills relate to AR, as well as to analyze which elements should be considered in an intervention program for the development of critical thinking. Could you answer the following questions:
1.- Do they consider this topic interesting? Do you think that the title and objectives can be improved?
2.- What do you consider to be the technical, ethical, legal and environmental feasibility of this research?
Hi, I am looking for some instruments to assess Chinese students' critical thinking abilities.
If you've got some available measurements at hand, could you please share them with me?
Are people too quick to accept information at face value through social media and therefore failing to use essential critical thinking and evaluation in establishing the knowledge that underpins the development of a global society?
Could you please provide any tips or ideas you have for creating the finest meta analysis review on cancer? Rather than writing a review article, I'd like to begin working on a meta analysis.
Hi. I intend to do a meta-analysis on critical thinking. I have some questions concerning the variables of the study. Should critical thinking be the the independent variable of the study or the depedent variable? Or it can be both? Could we have one independent variables, that is, critical thinking, and a number of dependent variables in the study? For examples, could we explore the effect of critical thinking on the the four language skills (reading, writing, speaking, listening)? The answers are highly welcome. Thanks in advance.
I am interested in finding out how critical thinking skills affect language learning at the basic level of study.
Can anyone help me know the correct answers for the California Critical Thinking Skills Test, Form A, which is made of 34 questions?
There are different definitions and references for these two types of thinking. However, the research that has been carried out and that is being disseminated common points and, in many cases, many differences. Since Torrance and Ennis it has evolved conceptually. How are we in 2020?
Reality may increasingly hurt – #Genomic #targetedtherapy
Changes between 2006 and 2020
-eligibility from 5.13% to 13.60% *only*
-response from 2.73% to 7.04% *only*
The authors use in their discussion different paraphrasing: “the percentage of eligibility for and response to genome-targeted drugs increased 54% and 28%, respectively”
which from the objective point of view is correct, but this implies a major improvement, although the reality of inefficiency is different
Some may state *the house of cards collapse of the breakthrough* ?
Otherwise today's basics of biotechnological power politics in created hypes of landmarks, breakthroughs, which might be seen in the accordance of the Latin epic poem, The Aeneid by Virgil:
‘parcere subiectis, et debellare superbos’ (I believe it at any rate)
Article Haslam et al. (2021) Ann Oncol 2021, DOI 10.1016/j.annonc.2021.04.003
The Aenedid from Virgil Vergil (19 BC), Aeneis, Liber sextus, Vers 847-853.
#medicine #health #medicalsciences #breakthroughs #landmarks #hallmark #hype #criticalthinking
What students in schools and students at universities should learn, what skills should they improve and acquire beyond the knowledge itself?
In education, it is not only about transferring knowledge, but also about the ability to use this knowledge, to acquire, search, process and use it to implement projects. In some fields of study, apart from the knowledge itself, it is important to develop students 'and students' skills, inter alia, regarding the activation of teamwork, critical thinking, participation in debates and discussions, entrepreneurship, innovation, creativity, specific computer programs related to the field of study, etc.
Do you agree with me on the above matter?
In the context of the above issues, the following question is valid:
What students in schools and students at universities should learn, what skills should they improve and acquire beyond the knowledge itself?
I invite you to the discussion
Thank you very much
I hope you all are well.
I am writing to you to ask a big favor. I am finishing my master's in TESOL at New York University, and I am in need of participants for my research survey who are currently teaching in Higher Education (HE) English Language Learner (ELL) classrooms. The purpose of my study is to evaluate the role of advertisements in these contexts in relation to critical thinking and critical literacies.
This is the link to my survey:
I would greatly appreciate your help! Your anonymous contribution will help me become a better researcher and teacher. It will only take approximately 10 minutes of your time.
We claim ideas as if they were our own, but is it possible they belong to another class, another generation? Can you impose critical thinking on your own ideas?
The Covid-19 is shopping and will reshape human society in adopting the process of survival. Surviving through corporate and business as the mean requires critical abilities. Covid 19 is pressing employees of businesses and organisations elsewhere in the world to demand critical skills. Let assume that post corona survivor must have to have the critical skills the core of all skills. Thus, critical thinking ability will enter all domain of work, learning, motivation of each and everyone who wants to work future world.
Through this discussion let us develop a think piece and the guidelines for surviving with critical thinking. I have already done some groundwork, but needs a global view. Dear friend all contributors to this discussion will be acknowledged by mentioning them in the list of contributors in the publication.
What criteria can be applied to define friendship? Is friendship an object of scholars'/philosophers' thinking? And what does it mean that someone is someone's friend? What are the qualities of friendship? What is the difference between a friend, an acquaintance, and a colleague? Can a wife or husband be a friend at the same time? Or rather, a friend is someone we can unbosom ourselves to when we have problems in relations with a wife or husband?
I am intended to conduct an experimental research to develop critical thinking skills among prospective teachers at university level in Pakistan. for developing instructional intervention i need a sample lesson plan developed under the theoretical framework of community of inquiry (COI) presented by Lipman
Hi, I am a student of the Cooperative University of Colombia (UCC), I am initiating research on how to initiate critical thinking from children to improve their participation in classes. Could you advise me on techniques to achieve this? Thank you.
Can you just assume a situation with no figures or data to back it ? Is it reasonable?
#Logic #mathematics #data
Sometimes students do not seem to see the usefulness of critical thinking in the university education they receive. Many defend the idea that it is more important to know the techniques to be applied in the professional field and do not see the importance of critical and analytical thinking. How can you teach critical thinking to your students?
Put very simply, I am very sick of this attitude, that is using opinion and social media before anything to build knowledge about something as crucial as health. I understand that we're not all PhDs and the main part of our life is based on behaviour algorithms and automatic thought patterns to make our actions easier, but critical thinking and source verification is sometimes vital, especially when it comes to human health. As I am not at all an expert on that matter, and as I hear more and more people assert that vaccines can be (or worse: "are") dangerous and can be or are used by the government as a strategy to increase their wealth, knowing the risks of those on human populations, I become very discouraged. On a similar note, another information often vehiculed is that pharmacists and doctors are paid a huge amount to prescribe medication to patients and that they actually are biased in their medical procedure, therefore being in a middle of an axiological tension between patient's well being and doctor's wallet.
You get the idea. :) Thank you for your contribution(s)! I share the idea that us, scientists and researchers, have a duty in this world, that is amongst other things to educate and break false beliefs, especially those that can cause harm.
From my observations, there appear to be three principal avenues to engender critical thinking in education K-12: debate; mathematics, and science.
For some students, all three avenues are relatable and enjoyable. For others, only one or two avenues would work.
In any case, even one avenue can go a long way towards engendering critical thinking.
The ability and habit of thinking critically is an important remedy for the affliction of people accepting fake news and conspiracy theories. It can become the foundation for a well-functioning democracy.
I invite others to describe what has been done along these lines; or what they think should be done and how to install such educational paradigms.
I would like to know if it is possible to enhance/foster critical thinking at low-intermediate French as a foreign language courses by using authentic materials?
I am PhD scholar, intended to conduct an experimental research to develop critical thinking skills in prospective teachers. if any one developed a test measure please share with me.
How do we get students to look beyond the surface of an issue?
As an university tutor I often ask questions that require an answer that is more than the question actually asks for. For example an exam question asked for a detailed analysis of the probable increase in electric vehicle use after the UK government moved forward its plan to ban petrol and diesel powered cars to 2030. I wanted them to look beyond the rise in demand and the costs. I wanted to do this so that the students asked the questions about the deeper issues below the surface of the simple opening question I gave them. They need to be able to do this without their teacher constantly pushing them as they progress through their studies. So how do we do this without giving them a list of issues that we feel they should be looking at?
Is it necessary to accept the idea of God established by a given religion to believe in the existence of God? Does belief in the existence of God inevitably involve the adoption of an ethical system characteristic of a religion? If not, what ethics should you apply to know what God considers good and what bad? Can one who believes in his/her God create his/her ethical system? What would be the sources of such ethics?
If there is a single group of 25 students and a program to enhance their critical thinking is implemented for 3 months. So,
1) to see the effectiveness of program, that is, comparing the pre- test and post-test scores, and
2) to see the effect of gender and economical status on both the score.
which test can be applied?
Having excellent faculty is one important way to bring quality change in Higher Education. Emphasizing on much needed flexibility, multi-disciplinary creativity, and critical thinking and also giving special attention to inculcating ethical, human and constitutional values are much needed areas of focus for quality enhancement in Higher Education Is it what we call holistic approach?
As I know, critical thinking is an essential feature that should be in scientist.
Can you tell me how this skill can be developed? or how do you gain it from your long research path?
It's an open discussion.
I wonder if there is a questionnaire for measuring "21st century skills" (a.o. critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, social skills)
Alternatively: is there a questionnaire that measures several of these skills? Or is it necessary to compile such a questionnaire from instruments for the individual measured variables?
Nowadays, workforce asks soft skills (communication, collaboration, critical thinking, creativity) in graduates to solve specific problems which they face daily. Moreover, students need be able to use ICT to enhance that skills, which are known as 21st century digital skills.
What dimensions are important to develop century 21st digital skills in higher education students? For example, use social networks can be consider a dimension, because support communication and collaboration skills.
Thank you for your responses.
Psychologically, people normally get hurt when it comes to make some critical decisions. Selective Thinking is one factor of critical thinking that cause hindrance to people to feel better. So I want to find out how selective thinking affects the society as whole.
I am looking for anyone familiar with, or studies regarding, development of critical thinking skills in grades 6th-12th in the United States, particularly California.
I am curious as to whether or not the drastic decline in self-esteem in females during this period has an effect on critical thinking development.
WARNING (Caveat lector): The following statements may contain ideas that may be offensive to some readers.
Am I guilty of trolling, simply by posting this question? If yes, then should I promptly apologize to all those people who are offended by this question? And ask for forgiveness?
"Trolling is a deliberately offensive or provocative online post with the aim of upsetting someone or eliciting an angry response."
I am interested in the input of Nepalese educators and teacher trainers in response to this question.
If you have an answer to this question, please Dear Research gate community to follow this survey monkey link and share with me your experiences and thoughts so i can learn too.
Your responses are highly appreciated.
I want to measure the critical thinking skills of nursing students following inquiry classes versus those following traditional-lecture based approach.
Can somebody suggest a test other than the CCTST; if Not how can i have the CCTST?
Please I need a questionnaire to measure one of my research questions for my thesis.
My study is a descriptive study to analyze to what extent do nurse educators employ inquiry based learning, and i am focusing on the relation between inquiry based learning on the development of students critical thinking.
The population of the study are nurse educators this is why i need a specific questionnaire for them so they can evaluate if their teaching method is enhancing their students critical thinking.
I am working on a framework of critical thinking in teaching critical thinking among teachers of Islamic studies
I am struggling to find a "fair" process for grading students in my basic and advanced courses on Critical Thinking and for my Critical Thinking for Economics course. Some of my issues with traditional ways include the following:
1. Evaluating what they remember about what I taught is the easiest way but flies in the face of developing independent thinkers who are confident in their reasoning.
2. Using any of the standardized tests would most likely necessitate a degree of "teaching for the test".
3. Evaluating Skill Improvement assumes I can fairly assess their beginning and ending levels with an acceptable degree of accuracy.
4. Evaluating student's application of the tools & techniques introduce in the course is like a hammer in search of a theoretical nail.
I would love to do purely formative assessments but I am required to determine A,B,C . . .
I feel I am having some success conducting exit interviews and having students argue for their grades but this lacks transparency.
I am toying with the concept of "quality of effort" and looking into a quality of effort rubric and self-assessment and/or gap analysis.
When replying please do follow good critical thinking style:
Rather than merely Agree or Disagree please justify your opinion
I am currently doing a systematic review of health education programmes among music students in higher education (i.e. conservatoire students), but the way in which I define such a programme is essential to what papers I include.
Health education initiatives were eligible if they represented stand-alone interventions or were part of wider health promotion programmes. Health education programmes were defined according to WHO (1998) and had to be any planned activity or set of activities aimed at increasing health literacy and developing life skills conducing to health (e.g. decision making, problem solving, critical thinking, interpersonal skills, stress management, coping with emotions). The content of such programmes could comprise counseling, teaching, training or other educational processes such as guided group discussions or behavioural modification strategies (Zhu, Ho, & Wong, 2013). Such programmes could be part of or separate from the formal curriculum, yet taking place in a formal education music institution (college, high-school, conservatoire or university, not clinics) incorporating any relevant health-related content (focusing on psychological and/or physical issues), multi-component or formed of a single session, of any frequency and/or length and provided via any delivery method (i.e. face-to-face, via telephone or internet). Only studies focusing on universal preventative interventions were included (i.e. ‘a measure that is desirable for everybody in the eligible population’ [Mrazek & Haggerty, 1994]).
Now, according to this definition, health education (unlike health promotion) should be aimed primarily at outcomes such as increasing knowledge and/or awareness, changing attitudes, beliefs, perceived responsibility, self-efficacy, as well as training relevant skills/abilities such as critical thinking, decision-making or problem-solving. It should not necessarily or on its own be aimed, at changing actual health-related outcomes such as reducing risk of injury or lowering depression/anxiety - for such outcomes, we are talking about health promotion (which incorporates health education but goes beyond it, also encompassing changing the broader environment and ensuring relevant services are in place). However, many authors use health promotion when they only mean health education.
I have two questions:
1. Where should I draw the line given that using such a broad definition for health education programmes (aimed at developing health literacy and life skills) means I need to include both evaluations of formal health courses (that come in the traditional format of a series of lectures and seminars) and evaluations of interventions involving group discussions, more applied sessions and more focused training of specific skills, albeit with music students in a higher education institution? They both fit into the WHO definition!
2. Given that so many authors use health promotion and health education interchangeably and that only one evaluation of a health education programme looked at knowledge, attitudes and beliefs while all the others looked at health-related outcomes (although all were described as health courses), can I include all these outcomes as part of my systematic review? After all, I am looking at the effectiveness of health education programmes with regards to any outcomes! (health literacy and attitude change on one hand, and changes in actual health outcomes on the other hand)
Many thanks! I am really curious to read your views on the above!
I'm concerned about this topic in education. I'm a gifted ed advocate and I see a huge gap in this area, not just for gifted children, but all children. Kids think that just because they understand everything that their teacher says that there are no questions to be asked. That's the sign of a mind untrained in critical thinking. I've been checking out resources at criticalthinking.org and they seem to have some well thought out (surprise!) publications.
What I'd like to take on as a pet project is 'A Kid's Guide to Logical Fallacies', which is a subset of critical thinking, but part of the gap that I'm talking about. The principles of reasoning can and should be laid down at a young age. Better to learn the right way first than have to rewire years of bad habit.
Dear esteemed colleagues,
I would love to hear your thoughts or opinions on the following statements posted. Thank you very much in advance
1). Launching a research study to study why doing something as now become a cultural phenomenon.
2). Launching a research study to study if doing something as now become a cultural phenomenon.
I am of the train of thought that with statement 1, there is an existence of a cultural phenomenon due to previous extant literature and this research study wants to study why this is the case as opposed to statement 2 which the study wants to study if there is one (Yes or No)
Phd. Student, I am in the stage where I outline my research questions and research methodology. Thank you in advance for your support!
A clarification: the chosen theme is the process of social innovation and social entrepreneurship in Romania. What interests me about the research question is its structure, the best way to formulate it.
Your new principal who has a background in statistics and want to see his staff utilising more of it in their teaching, and to analyse their results has asked you to write a paper for the staff magazine to sell the idea of using statistics in their everyday experiences. You should, in your article, explain the advantages of utilising statistics; explain three every day uses in the classroom, and share how it helps to develop critical thinking and problem-solving skills for the teachers and their students
HI, I would welcome hearing about research that has been conducted in either or both dialogical discussions and critical thinking within low socio economic secondary classrooms. Many thanks, Maree
Hi, I am of course familiar with Abrami et al, 2015 meta-analysis on strategies for teaching students to think critically, but I am struggling to find many research studies on critical thinking that sit outside higher education or college or primary/elementary. I would welcome suggestions while I continue to search....
Augmented Reality (AR) is a technology that overlays interactive digital elements — such as text, images, video clips, sounds, 3D models and animations — into real-world environments. Not only does AR enhance learning, but it also provides students with opportunities to create their own content.
A search of the internet reveals a variety of web-based AR tools and apps for almost any subject. Many of these apps promote 21st century skills such as creativity, problem-solving, critical thinking, analysis, coding and iterative testing.
We created some mobile apps for Android for education.
https://play.google.com/store/apps/details?id=com.dmatsokin.electro&hl=uk https://play.google.com/store/apps/details?id=com.dmatsokin.vinci1&hl=uk https://play.google.com/store/apps/details?id=com.dmatsokin.bridges&hl=uk https://play.google.com/store/apps/details?id=com.dmatsokin.skyscrapers&hl=uk https://play.google.com/store/apps/details?id=com.dmatsokin.kfk&hl=uk
I would like to know your point of view about AR in education.
Some people make an intellectual effort every day and think about important matters, such as the meaning of life. Various existential problems are not indifferent to them. They often reflect on the sense of a phenomenon, a process, and even a single action. They like to value them. Or maybe they do it unconsciously. In any case, thinking about important matters is an intellectual adventure for them.
However, this adventure can have different consequences. Can reflective thinking make people less happy? Or, quite the contrary, a constant reflection on important matters makes them happier?
i wish i can get it as soon as possible to see how effective is my module to improve student's critical thinking skills.
Solving problems an critically thinking have been at the heart of Educational discussions for hundreds of years. Some believe that solving problems and critically thinking is completely natural with just domain knowledge and natural cognation while others believe that it is a skill that can be taught with dependence on domain knowledge. I will be sharing my complete research backed perspective and I invite experts to add their take. Let us put an end to this debate once and for all. It is a known fact that some students; the vast minority are able to think critically and solve problems without a teacher explicitly teaching them how to do so. What I have found after detailed study is that these students are able to do this because they struggled and did deliberate, independent study and practice with the aim of understanding concepts. These learners are called the self directed learners. Because of this struggle and practice, their brains naturally develop the pathways for critical analysis and solving problems. On the flip side, the vast majority which I call the 90%, are unable to think critically or even solve problems even when they have domain knowledge. Once they get a question to answer and that question is not exactly like the one they previously learnt from, they are unable to do it. These are the learners who needs an artificial road map to thinking critically and solving problems in the form of guides. I have found that these students who makes up the 90% are able to critically think and solve problems within their knowledge base within 20 hours of a program using these skill guides. I have therefore conclude that critical thinking is a skill that is dependent on domain knowledge which can be taught. Many persons use questioning techniques with the aim of teaching students to think critically. I have found that this only help students who already have a base in how to analyze and evaluate. The other students without that mental road map to analyzing and evaluating will be no better off at doing a task on their own. Collaboration and cooperative learning serves the same purpose in enhancing critical thinking as constructive questioning. The 90% must be given a mental road map to critically thinking and solving problems in addition to the other skills.
The Genetic Fallacy is an informal fallacy of reasoning — viz. one of the so-called fallacies of irrelevance – in which an argument or claim is based on someone's or something's history, origin, or source, i.e. when an idea or argument is either accepted or rejected because of its source, rather than – allegedly – its merit.
Are there any circumstances under which an argument based on an idea's or a concept's origin might have merit? Please explain and/or give an example.
Hi! I need some guidance/ideas to work on a research proposal with a focus in healthcare around Digital Transformation AND Innovation and Leadership.
With the surge of technology in the healthcare world and the rise of AI, many are looking into various aspect to make healthcare more conducive and efficient for patients.
I am having some difficulty in trying to look into a specified area where attention or rather critical thinking is needed in order for it to be something that can be developed to improve or improvise the current trend in healthcare.
Would humbly request all experts and experienced people out here to give me some ideas around this area.
Thank you and regards.
If you energetically avoid thoughts that don't suite the way you want to treat people even in wittness of the impossibillity of beeing understood - is it really a must that your thoughts become more negative - why is awareness fighting frankness after deciding to avoid feelings and thoughts - have you found ways out of that state? Knowing problem solving is hard work - it seems to be wrong best regards
I am currently working on developing professional development programme to help teachers develop their reflection by engaging in professional development targeting towards improving their critical thinking teaching strategies. I intent to measure their reflective thinking pre and post intervention.
We have just started ReCreaDe a 3 year project investigating the ways that informal and nonformal learning can widen the scope for understanding the relationship between democracy, diversity and education.
The question is to help us add examples of practice and strengthen our literature base.
The aim is to support skills development, social inclusion and critical thinking through different activities and innovative pedagogical actions, as well as dialogues with various stakeholders on the role and nature of democracy within education and the critical relationship between democracy and diversity. Participatory and intercultural approaches to heritage, as well as educational initiatives fostering intercultural dialogue involving educators and young people are being undertaken. This will also include critical case studies addressing the experiences of excluded communities and the implications for educational, democratic and civic engagement.
Normally academic freedom constitute, with the autonomy and independence, the founding principles of the University, which enable it to fulfill its mission of higher education, develop freedom of thought and critical thinking, create, disseminate and transmit knowledge and forge talents. But, some researchers fear that academic freedom can be absolute privilege, conferred to academics.
There are many ways that make education more effective and attractive to students and many other means of scientific and technological development
What are your favorite methods?
Please share your experiences