Critical thinking is a training program for teachers in order to improve teaching and the educational approach to students. The aim of this research is to address the implementation of this training program from the viewpoint of students and teachers. In this paper, we investigated the effects of the application of critical thinking in raising the quality of teaching in 9-year schools in Kosovo. But this paper initially treats from the theoretical aspect, which as a training program is based on the constructive and progressive approach. This philosophy of education sees the student as a subject engaged in the acquisition of knowledge and positive school experiences. While for a more complete illumination of the research, we received the opinions of 517 students from schools where the philosophy of critical thinking is applied and from schools that still work according to traditional educational practices. Here we compare the opinions of students about the quality of teaching of teachers who have been trained with critical thinking techniques and strategies and of other students whose teachers have not yet received the aforementioned professional training. Regarding the effects of the application of critical thinking in improving teaching, through questionnaires we also received the opinions of 234 teachers trained in critical thinking and teachers who have not yet been trained in the approach and teaching strategies according to critical thinking. The use of critical thinking techniques and strategies has raised the teaching quality and mobilizes students in the active acquisition of knowledge, creating a positivist spirit and a stimulating learning environment. Also, students engage with awareness and full will towards achieving their successes. Through this new philosophical approach, educators have also contributed to improving the quality of students' learning and raising their learning results. At the same time, playing the role of instructor in the classroom, they initiate learning debates on environmental and social topics. This approach prepares students for lifelong learning by creating work habits and creative skills found for work and being active in their social environments. Received: 25 August 2022 / Accepted: 27 October 2022 / Published: 5 November 2022
It is a challenging but crucial pedagogical task to assess students' progress in lessons and other educational activities they develop at school. Teachers can effectively inspire their students to actively acquire teaching knowledge by engaging in these activities. In this study, we compare the philosophical approach of Critical Thinking to current school practices to see how it affects how students' learning outcomes are evaluated. To fight our assessment hypothesis that the conclusive thinking innovative system has also additionally fostered the data assessment part, we similarly took the appraisals of teachers and students from ordinary and contemporary schools. The SPSS program was used to process the survey data, which we then presented in various tables as percentages in the paper. Execution of this preparation program in schools of the Gjakova Area emphatically affects further developing practices for surveying understudies' information and further developing their learning results. When compared to students and teachers in traditional schools, the results of our study indicate that students and teachers in critical-thinking schools have more favorable opinions regarding various methods and strategies for assessing student knowledge. Received: 10 March 2023 / Accepted: 19 June 2023 / Published: 5 July 2023
Teaching objectives of the program for the school subject Man and Nature also intend emotional education and psycho-motor development of pupils. Therefore, objectives of this school subject as official and pedagogical guidance except natural knowledge, they aim pupils' conscientious and awareness to be active in conservation of the environment from human destruction and demotion. Logically the textbooks Man and Nature have to implement these curriculum objectives through putting in order the teaching material in the teaching lessons and practical teaching assignment. The assignment of the school subject contributes in the pupil's active development and their human and environmental education. Also the evidence, experiments and other activities taking place within and outside the classroom are a good help to the formation of psychomotor development of children at this age. The object of the research and analysis of this paper is therefore verification of the level of harmonization of the teaching contents of textbooks Man and Nature with established objectives of this school subject on the affective of psycho-motor areas. We want through analysis to find out how much have the authors of these textbooks met the objectives defined by curriculum in putting in order of the teaching matter. We based our research study on comparative analysis of teaching objectives in the affective psycho-motor fields in programs of textbooks Man and Nature for the three grades where this subject is taught. Also in order of research we surveyed teachers and pupils of this subject as well as parents of these pupils. The findings of this research are interesting and of current scientific importance. In this paper we are going to present them through percentages, charts and different graphs.
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