Critical thinking as a cognitive process refers to the critical thinking skills of a conscious person who explores a situation or a problem from different perspectives. In order to measure this cognitive process and skills many tools have been established. However, the accurate assessment of critical thinking skills depends on the instruments' properties being invariant or similar across cultural, ageing and other groups. For this reason, qualitative and quantitative assessments methods have been proposed and used. The aim of this study is to explore the concept of critical thinking and to present the critical thinking assessment tools used worldwide with special reference in Greece and Cyprus. For this purpose, literature-based research methodology was adopted that included analysis and evaluation of relevant published literature. The literature review showed that though many tools have been introduced for measuring critical thinking skills only thirteen of them have undergone the processes of validity and credibility procedures worldwide. Moreover, these thirteen tools include both qualitative and quantitative research methods, with qualitative ones to prevail. Finally, in Greece and Cyprus, the research of critical thinking and the assessment of critical thinking skills is a new established field and only few researches have been conducted using structured tools.
Greek traditional dance’s transition from its “first” to the “second” existence took place in the context of the urbanization as this took place in Greece. This transition was accompanied, among others, with its teaching into a classroom that had to follow the principles governing every educational process. In this new context, the dance teaching is subject to literacy processes, which, in this case, are related to a literacy of dance and therefore of culture, that is to a dance and cultural literacy. The aim of this study is to look at dance as an educational subject that can lead to critical literacy through dance’s multiliteracies as a synthesis of dance, movement, cultural and art literacy, with specific reference to Greek traditional dance. For this, literature-based research methodology is adopted that includes analysis and evaluation of relevant published literature. The literature review showed that Greek traditional dance, in the modern education framework, can be perceived in the light of critical literacy based on its multiliteracies, which are related to the concepts of movement, dance, art and cultural literacy.
Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students' internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and
According to philosophers and paedagogists, from antiquity until today, arts and
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