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Critical Thinking - Science topic

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I am interested in peeragogy, but I cannot find an exact and satisfying definition of peeragogy. Is it just a collection of all learning practices of peers? Are there any papers discussing about the relations between peeragogy and critical thinking?
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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?
Please reply,
I invite everyone to the discussion,
Thank you very much,
Best regards,
Dariusz Prokopowicz
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In developing countries, the main problem for development of science is lack of interest of ruling class, lack of funds and infrastructure are some important problem/hurdle in the development of science.
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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.
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Interpretation of the classical triad of Vitruvius to modern conditions:
Usefulness - taking into account the social demand of the population, society; energy efficiency, economy of the object.
Strength - application of the latest materials and technologies.
Beauty - development of aesthetic sense; erudition; philosophical thinking.
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How important would you consider reading Foucault for critical thinking development, or any other author you consider relevant.
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A flawed individual, but his understanding and research on power are extremely enlightening.
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number of meetings/classes, effects on critical thinking
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I think there are up to 5 meetings
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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 () which only study the impact on critical thinking
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As a theoretical physicist, I came to the firm belief that philosophy allows me to do better physics. I tried to explain the reasons in the preface of my book A Philosophical Approach to Quantum Field Theory (Cambridge University Press, Cambridge, 2017): "Consciously or unconsciously, the construction of any image of the real world relies on personal beliefs. I hence try to identify and justify my own personal beliefs thoroughly and in various ways. Sometimes I rely on philosophical ideas, for example, about space, time, infinity, or irreversibility; as a theoretical physicist, I have a limited understanding of philosophy, but that should not keep me from trying my best to benefit from philosophical ideas. Often I rely on successful physical theories, principles or methods, such as special relativity, quantum theory, gauge invariance or renormalization. Typically I need to do some heuristic mathematical steps to consolidate the various inputs adopted as my personal beliefs. All these efforts ultimately lead to an image of nature, in the sense of a mathematical representation, but they are not part of this image. The final mathematical representation should convince by its intrinsic logical clarity, mathematical rigor, and natural beauty. Emphasis on the importance of beliefs, even if they are justified by a variety of philosophical and physical ideas, may irritate the physicist. The philosopher, on the other hand, is used to the definition of knowledge as true justified belief. But how can one claim truth for one's justified beliefs? In physics, this happens by confronting an image of nature with the real world. According to Pierre Duhem, known to thermodynamicists from the Gibbs-Duhem relation, and the analytic philosopher Willard Van Orman Quine, only the whole image rather than individual elements or hypotheses should be tested. The confrontation of a fully developed image with the real world depends on all its background assumptions or an even wider web-of-belief, including the assumed logics (confirmation holism). Following Boltzmann's approach of deductive representation, the present book makes an attempt to show how such a testable whole image of fundamental particle physics can be constructed within the framework of quantum field theory. The focus of this book is on conceptual issues, on the clarification of the foundations of quantum field theory, and ultimately even on ontological questions. For our intuitive approach, we choose to go back to the historical origins of quantum field theory. In view of the severe problems that had to be overcome on the way to modern quantum field theory, that may seem to be naive to the experts. However, with the present-day knowledge and with philosophical guidance, the intuitive origins can nicely be developed into a perfectly consistent image of the real world. On the one hand, there is a price to pay for this: practical calculations, in particular perturbation methods, are less elegant and more laborious than in other approaches. Symbolic computation is the modern answer to this challenge. On the other hand, there is a promising reward: a new stochastic simulation methodology for quantum field theory emerges naturally from our approach. Hopefully, the present book motivates physicists to appreciate philosophical ideas. Epistemology and the philosophy of the evolution of science often seem to lag behind science and to describe the developments a posteriori. As philosophical arguments here have a profound influence on the actual shaping of an image of fundamental particles and their interactions, this book should stimulate the curiosity and imagination of physicists. Students of physics can use this book as a reliable companion whenever their standard textbooks focus on pragmatic calculations and fail to clarify important conceptual issues; philosophers and physicists interested in the epistemological foundations of particle physics can use it as a thought-provoking monograph. The benefits of an approach resting on philosophical foundations is twofold: the reader is stimulated to critical thinking and the entire story flows very naturally, thus removing the mysteries from quantum field theory."
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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?
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Education
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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?
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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?
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Nowadays, people are quickly accepting social media in developing countries.
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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.
regards
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I totally agree with Timo Van Canegem that the word by itself "cancer" is such a broad term and I would narrow down to a particular sub-type and/or treatment. My best suggestion for this would be if you are uncertain as to which type to focus on to look at what type or types are treated or investigated in your organisation. For example, where I work currently, they are particularly interested in lung cancers and where I was working before has a special focus on bowel and breast cancers.
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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.
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Best regards
Ph.D. Ingrid del Valle Garcia Carreno
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I am interested in finding out how critical thinking skills affect language learning at the basic level of study.
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The critical thinking skills associated with recognition and handling of vagueness and ambiguity would certainly have a bearing on language skills generally, including those involved in second language acquisition. Many native speakers make poor informants about their language, tending to overgeneralize from their idiolect, which may harbor ambiguity and vagueness of which they are unaware.
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I need to assess the level of critical thinking in nurses
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Another qualitative way of investigation is to observe certain nurses' practices to check whether or not they are critical thinkers, or to know what critical thinking tetchiness they normally utilize!
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Hello,
Can anyone help me know the correct answers for the California Critical Thinking Skills Test, Form A, which is made of 34 questions?
Regards,
Hala Saleh
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Hi,friend, do you have the correct answers for the CCTST now?
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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?
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Dear Dr. Vieira!
You spotted a relevant topic. May I argue that critical thinking is an essential tool for any university student and researcher whereas creative thinking is about innovating critical thinking. In so I argue that these two segments of thinking are embedded in each other into certain extent. COVID-19 has increased the need to link the two types of thinking:
1) A case-study: Georgiou, A., Li, J., Pearce, C. et al. COVID-19: protocol for observational studies utilizing near real-time electronic Australian general practice data to promote effective care and best-practice policy—a design thinking approach. Health Res Policy Sys 19, 122 (2021). https://doi.org/10.1186/s12961-021-00772-4 Open access:
2) Papanagnou D, Jaffe R, Ziring D. Highlighting a curricular need: Uncertainty, COVID-19, an health systems science. Health Sci Rep. 2021;4:e363.
May I argue that COVID-19 forces us humans to be all the time critical and creative to find new treatments for people suffering from novel emerging variants of this virus. Yours sincerely, Bulcsu Szekely
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Are there other methods similar to Socratic Method which target critical thinking development?
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Any methodology that requires students to engage in questioning and debating etc. interesting question Karl Pfeifer
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A performance task? A standardized test? Or some other means? Why?
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A question that needs more thought
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help me find a study on tools for testing critical thinking.
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Critical thinking is as old as philosophy, and in everyday life it is also part of our awareness of questioning given facts, statements and phenomena of reality. Immanuel Kant's three main philosophical writings were each associated with the concept of critique: Critique of Pure Reason, Critique of Practical Reason, Critique of Judgement. "Critique" here means examining the possibilities of knowledge and its limits. "Reason" as the supreme organ of our ability to know questions itself.
Scientific thinking has always been critical thinking, also in the application of methods that must be appropriate to the subject matter to be dealt with. Critical thinking has appeared in the 20th century partly with an inflated claim to itself: Those authors who claimed to be particularly critical (and all others uncritical) were able to criticise other authors, but rather one-sidedly by applying a certain worldview that they considered "true", e.g. Marxism, and in this way considered all other views uncritical. One should therefore be familiar with the recent history of science, from about the end of the 18th and beginning of the 19th century, in order to be able to answer the question somewhat critically - and not one-sidedly - as to what one should understand by the term "critical" today. The reference to some online information or to mention a few authors who have published something about this field is by no means sufficient.
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I'd love to see a rough sketch of how the task would go.
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  1. Give students raw data and ask them to write an argument or analysis based on the data.
  2. Have students explore and write about unfamiliar points of view or “what if” situations.
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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)
References
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
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Dear Pr Brücher,
Thank you for sharing with us these useful informations.
Best regards,
Pr Hambaba
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Hello,
Do you agree that social media have an impact on critical thinking and analysing skills of students?
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As a lecturer, a researcher, and most importantly a father for 5 kids, I have seen over the years that our dear students, in general, haven’t real knowledge. From my personal perspective, the rationale behind this relates to the following fact:
Most of their time is concentrating on social media, games, and music more than learning. In turn, they are weak in the learning process.
For the aforementioned fact, let us ask our self the following question:
Is social media safe? Are there spying purposes behind these portals?
For more information, kindly please refer to the following discussion threads here at this respected portal:
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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?
Please reply
I invite you to the discussion
Thank you very much
Best wishes.
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University friends are often friends for life.
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Dear Colleagues,
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.
Thank you,
Kenna
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Hope this will help you. Stay safe and fine,
Nandan
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Anyone know how or where i can get the instrument to assess critical thinking skills among nurses??
Your help is really appreciated.
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After more than 30 years of assessing critical thinking students of all ages and in working adults from all types of workplaces, the researchers at Insight Assessment have learned that there is an array of reasoning skills and mindset attributes that are predictive of success in both life and work. All are important for reliable reasoning and decision-making.
Insight Assessment test instruments for children and adults include skills and mindset tools paired for the most comprehensive information about the strengths and weaknesses in thinking. We also offer a variety of two-part tests that measure both skills and mindset.
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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?
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Questions of ruling ideas and ideologies call for a more subtle approach than that of Marx. Karl Mannheim's Ideology and Utopia was a step in that direction. Proclaimed ideas may be quite different from what is actually believed, and both may be different from what is implicit in practice. Here be cognitive dissonance galore.
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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.
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Critical thinking in pandemic times? Here is a step--by-step guide. Step 1: If you don't have a bookshelf, get one. Step 2: If you don't have Thomas Sowell's The Vision of the Anointed on your bookself, get it. Step 3: Read/think. Step 4: Listen to others (notice how step 3 comes before step 4). Step 5: Act individually and perhaps speak your mind (notice how step 4 comes before step 5). Only once step 5 has been thoroughly exhausted, proceed to step 7: Recommend a policy, maybe (notice how step 7 is optional, and comes only after steps 1 to 6 have been done).
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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?                                                                                               
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A close friendship, according to behavioural scientists and psychologists, is a relationship that includes a long-lasting bond of sacrifice and shared moments. A true friend prioritises your happiness, never asks you to put your relationship ahead of your values, and you miss them when they're gone.
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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
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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.
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logic toys
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Can you just assume a situation with no figures or data to back it ? Is it reasonable?
#Logic #mathematics #data
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Kwadwo Boakye RE: "Can you just assume a situation with no figures or data to back it ? Is it reasonable?"
Yes to both questions. If you are giving a reductio ad absurdum argument, your assumption is formulated solely for the purpose showing that it is untenable because it entails a logical contradiction or absurdity.
A reductio ad absurdum argument that the square root of two is not rational has been attributed to Aristotle.
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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?
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Thanks Gustavo Eduardo Toledo Lara for this discussion. Critical thinking is an objective analysis of facts to formulate a judgment and it is a self-directed, organized, and self-correcting process.
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Hi,
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.
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Without any desire for petulance, pedantry or self-centeredness, I would suggest and advise reading, in this regard, an Article, which will soon see the light in an International Journal of very high Impact ("Preprint"), the fruit of the work of part of my Research Team and my own and posted by me -in my profile and list of contributions- here in "RG", entitled: "Update on the benefits of vaccination: a narrative review"; In it, in addition, they will be able to access a very complete and up-to-date Bibliography that, I believe, will be able to answer -all this- to such a timely question and will help to have proven and scientifically proven arguments to combat and refute the "pseudo-arguments" (prejudiced and paranoid) against vaccines and against "anti-vaccine movements and groups". Thanks.
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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.
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What is K-12 education?
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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?
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Hi, I think it really depends on what do you mean by "authentic materials". And any material, if carefully designed, "critical thinking" opportunities can be embedded. But I do agree with Dr Anders Norberg, authentic documents would be best to be used since they mirror actual language use.
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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.
bests
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thank you so much David Coker
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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?
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I think reflection can be a good way to practise seeing beneath surface
Reflecting develops skills in student to review their effectiveness, rather than just carry on doing things. It is about questioning, what you do and why you do it and then deciding whether a better, or more efficient, way of doing it is feasible in the future.
we use Gibbs reflective cycle for effective reflection for exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.
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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?
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Certainly it is. We must not confuse faith in God with faith in his priests.
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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?
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First you check the normality of data then if data found normal, you can apply paired sample t-test . In case data is not normal, you will apply Wilcoxon test .
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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?
Inviting participation...
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Holistic approach in higher education is about pluralism and inclusion. It is also about equity and equality for all the stakeholders. Though the quality enhancement is sometimes a single vertical in many institutions, holistic approach is more about organic growth by taking everyone together for the betterment of one and all.
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Is there such thing as false interpretation in Literature?
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An interpretation is considered admissible if it's not in contradiction with the text, but since the text is open and polysemous, the return to the text is often insufficient to determine the validity of the interpretations, which are diverses and can be contradictory. Literary interpretation is both subjective and in part conditioned by interpretative communities (Fish). We cannot use a criterion of truth (true / false) but an intersubjective validation process (admissible / contestable), in other words to be admissible an interpretation must be recognized as such by other readers. We must then turn to the explanation by the readers of the sources of their interpretations. In my educational research, I have shown that teachers refer more to literary culture and students to the values ​​shared in their communities as well as to their personal experiences of the world. Thank you for the rich discussion!
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Dear researchers,
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.
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Read research papers and then use a literature matrix to organise information and finally determine which papers are reliable, any contradictions, any gaps in knowledge, potential trajectory of research and so on.
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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?
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I know this is not an answer to your question Ian yet I think the conversation has moved ( thankfully so) to 21st century dispositions ( habits of mind) rather than skills. The discourse is around the importance of developing these dispositions to allow individuals to live and work successfully and fully. Bill Lucas advocates theses dispositions. I agree that they must be developed both in teachers and their students. They are qualities such as emotional and ethical intelligence, resilience, criticality, life-long learning.
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The job market needs problem solving and innoviative graduates. Therefore need to instill students critical thinking at academic institutions. What's the best approach of instilling critical thinking on students?
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1. Formation of critical thinking is associated with the student's independence in assessing the situation. The teacher should not suppress the student's activity. The student must independently find a solution to the problem. The teacher should show the direction of the solution, but not the solution itself.
2. The formation of critical thinking is associated with practical activities. The student must learn to solve problems that are directly related to the surrounding reality. The teacher must explain that a person, nature or technology depends on the student's decision.
3. Formation of critical thinking is associated with responsibility. The student should not be afraid to express his own opinion and should be responsible for the decision. The teacher should give examples of responsible decisions.
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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.
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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.
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Selective thinking is totally depends on your perception.. As you say about cognitive thinking yes it is has some particular direction to use but it would be selective or not it will be decided by you...
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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.
Thanks,
-cj obrien
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This should be a great study. can you share the outcome of your findings?
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I have encountered people who, when confronted with a counterexample to a general claim, will respond with another example that is consistent with the general claim, as if this somehow refutes the counterexample. Is there a name for this fallacy?
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Denis Korneev Well, there's "modus morons" 🤔, but that's just another name for affirming the consequent.
Cheers. 🤡
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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."
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Joseph Tham I take my answer to be a further consequence of Martin's thoughts, so I'm confused by your response. Surely the purpose of critical thinking isn't just to pose novel alternative perspectives alongside counterparts. Surely it's in the interest of evaluating some as more suitable than others, depending on one's interests. I'm fine calling that sort of inquiry truth seeking. That's still sufficient to distinguish trolls from critical thinkers. So, I don't think we have to determine whether "Truth" exists to answer your initial question as I have. Similarly for whether "Truth" is unique.
As an addendum, I'd not say truth is indeterminate within an axiomatic system. That overlooks a lot of important nuance. Godel showed very specific languages with very specific properties either can't consistently make very specific value assignments or can't express everything you'd expect them to be able to express. Note the qualifications: (1) Truth isn't a problem in just any axiomatic system; it's a problem in a range of very specific axiomatic systems; (2) In this description of Godel's result I've not mentioned truth at all. All that's needed in his result is a designated value assignment. We often speak of that assignment as a truth assignment, but linking it to "Truth" - whatever that ends up being - requires metaphysical premises often unstated and undefended.
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i'm trying to find a comprehensive explanation of most -if not all- of the instruments proposed to assess critical thinking skills and abilities. i will appreciate if you could introduce them or any study which provided such information.
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thank you Jesús Pérez Michael W. Marek Abdelkader Mohamed Abdelkader Elsayed Cristian Ramos-Vera for sharing knowledge and your generosity. I DO appreciate
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I am interested in the input of Nepalese educators and teacher trainers in response to this question.
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Hello,
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.
Br,
M. Mechiche
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Scientific and academic anomalies.
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Hello,
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?
Regards,
Hala Saleh
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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.
Regards
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How can I measure critical thinking in a forum? Which instruments should I use to measure it?
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Good Answer Catherine Mary Abouzaid
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I am working on a framework of critical thinking in teaching critical thinking among teachers of Islamic studies
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The precondition to any productive movement in the direction of genuine critical thinking is the endorsement of these three basic principles:
- Focus on the reasons, not the person(s) voicing them
- An argument should never assume what it is trying to prove
- Always construct strong reasons for and against a main conclusion
I am not sure how well that would gel with Islamic Studies, though...
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Mathematics education 
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Dear Prof. Sanja M. Maricic
You may find useful to check the documentation about teaching math with Khan Academy. I just give you a few references:
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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
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Good responses from Madelaine and Peter.
Paul - why not a combination of your 'list' of strategies - especially in terms of 'scaffolding'? So start with a mini-test (say 10%) that is essentially 'rote-learning' testing i.e. what are the underlying principles and then scaffold up to a final 40-60% 'test' that is perhaps a reflection on a critical case/scenario. The marking rubrics would reflect Bloom's verbs - as you progress in the assessments from 'describing' to critical reflection.
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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!
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Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes. WHO
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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.
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Nice informations
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Dear esteemed colleagues,
I would love to hear your thoughts or opinions on the following statements posted. Thank you very much in advance
Example statement
1). Launching a research study to study why doing something as now become a cultural phenomenon.
OR
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)
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Yes, statement 1 supposes there exists a certain cultural phenomenon and proposes to study reasons for it; statement 2 proposes to determine whether such a cultural phenomenon exists at all. But in what sense is existence "due to literature"? Is the cultural phenomenon in question a literary phenomenon? Or are you referring to research articles (the research literature) that alleges there is a cultural phenomenon? In the latter case, the existence may not be "due to literature" unless the research literature has become like a self-fulfilling prophecy.
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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.
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Firstly, research questions are outlined in the introduction part. Then you should change questions into hypotheses if you test them
If not
You can outline them in a part of methodology
Or you can also write them in a seperate title.
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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
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Statistics can be used to test hypothesis. Statistics can be used to analyse data statistics can be used for results interpretation. These help in different areas for problem solving and solutions finding even in teaching learning environment , students predictions, future planning etc
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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
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Thanks, Brandon, have requested a full text. Best, Maree
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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....
Best, Maree
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Thanks, Kjartan for your recommendation. I am ensconced in both researching and writing publications that include studies around critical thinking in secondary schools and I wanted to be sure I wasn't missing any great research that is out there! There seems to be a plethora of studies conducted at higher education levels and quite a lot at the primary/elementary level.
Thanks, Bill, very much appreciate your reply and input! About to read your review shortly!
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Hello, everyone.
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.
I would like to know your point of view about AR in education.
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Better understand Physics and Chemistry etc and explore the unknown world effectively and lively!
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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?
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Sometimes yes, sometimes no
Best Regards Krzysztof Trzcinski
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i wish i can get it as soon as possible to see how effective is my module to improve student's critical thinking skills.
thank you
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thank you
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what ethods the teacher can use to push students to think out of the box ?
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Dear, Buthaina Boukhalfa Use the method described in the "critical thinking guide" in the videos attached to this publication. It works for building critical thinking skills in Mathematics and I'm confident it will work for other areas.
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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.
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Student need's to be understood within the system; to be 'SELF explored; to be coached/ supported by teachers who have appropriate training and accessed by relevant resources.
Thank you.
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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.
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Logical fallacies have an element of truth about them; it is just that they are not sound arguments in all circumstances. I agree with H.G. Callaway that reputation of expertise is important, whether that is a peer-reviewed journal with a high ranking, or a professor from a prestigious university writing an article. Reputation can be a guide to likelihood of truth, although it is no guarantee (because the whole community may be wrong, but the strongest arguments that support a conclusion turn out to be false). In my view, heterodoxy is important for the development of any discipline, but insights from experts with orthodox views rightly carry the greatest weight.
A more famous example of a logical fallacy of value is abductive reasoning: if A, B IMPLIES A, therefore B. This is clearly a fallacy; but the truth in it is that there is a causal or explanatory relationship (or constant conjunction) relationship between B and A, then the inference may be valid. In any case B IMPLIES A, A increases the likelihood of B.
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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.
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Dear all,
Thank you so much for all the suggestions and ideas. Will look into it and reply you individually soonest. Was away on a compassionate leave last week
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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
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Dear Georg,
To be realist often means to follow the status quo and the mainstream. Critical thinking means, say, to kick out the box and, say, to go the infornation given, and be innovator and creator.
The world needs individuals who are capbale of being creators and innovators, not conformist people.
King regards,
Orlando
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California Critical Thinking Skill
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Hello Irene,
I am a doctoral student in nursing. Would like to use CCTST in my study. How can I get the paper pencil version ?
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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.
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yes I have one published research in Arabic , titled:
The Effect of the Brain- Based Learning in the Development of Reflective Thinking Skills....
I used this scale after developed it to adolescents Jordanian students. so if you need it in Arabic i will send it .
there is abstract in English.
Link:
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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.
Thanks.
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Not sure how to answer. India and the United States are touted as the world's largest democracies. Yes people are free to vote for whoever they want, but their minds are being manipulated by the media and by religious leaders and top politicians in different ways by constant bombardment with slanted interpretations of reality to move their thinking in a specific direction. In short "leaders" in "democracies" have gotten very creative in using the media in moving such societies towards acceptance of more authoritarian rule.
Nevertheless, those who are able to resist this onslaught have the capacity to be very very creative and are therefore a danger to the authorities.
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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.
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Dear Oum Kalthoum Ben Hassine:
Thank you for your helpful response.
I thought I had covered both general and academic freedom in my Answer to your interesting Question.
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I'm interested to know, which skills should (particularly political / policy) researchers focus on which are often neglected?
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I think that many researchers lack robust understanding of research methods and how to select right methods. In addition many do wonderful reflection on concepts, do great fieldwork, but fail to bring concept and empirical findings together.
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Dear researchers
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
with greetings
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