A Hopeful Pedagogy to Critical Thinking

Nicholas, Mark C.; Raider-Roth, Miriam

doi:10.20429/ijsotl.2016.100203

Cited by 10 publications

(6 citation statements)

References 28 publications

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“…Finally, research should consider targeting students in particular academic disciplines, for different disciplines may emphasize different CT skills and dispositions, leading to challenges that are discipline specific. This research could also provide information that could help instructors to prepare students for the CT demands encountered in specific disciplines, building on research that has already been conducted on this issue (e.g., Nicholas & Raider-Roth, 2016). I would end by pointing out that the wide array of individual differences in both how CT was conceived and the struggles that the participants faced indicates that we researchers should be careful not to neglect individual differences, that is, we should also bear in mind that individuals will face unique challenges, which this research has documented.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, as already noted, Moore (2013) categorized seven definitional strands when interviewing professionals who teach CT elements in their classrooms. Finally, Nicholas and Raider-Roth (2016) found that faculty tended to approach teaching CT in different ways depending on their discipline. When experts cannot agree on what, exactly, CT is, how can one expect students to be good critical thinkers?…”

Section: Discussionmentioning

confidence: 99%

“…concern, which leads him to question whether CT can be taught. A related issue is the extent to which different disciplines draw upon different elements of CT. Nicholas and Raider-Roth (2016), for example, found that faculty from different disciplines tended to teach CT elements that applied to their specific discipline, but not necessarily elements that could be applied across disciplines. The authors also noted that this practice tended to be at odds with the institutional approaches to teaching CT, which tend to emphasize CT as a generic ability rather than discipline-specific ability.…”

Section: Defining Critical Thinkingmentioning

confidence: 99%

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Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study

Lucas

2019

ij-sotl

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Qualitative research offers the potential to inform an ongoing issue concerning why international students struggle with critical thinking. This article approaches the issue by examining how international graduate students understand critical thinking as well as the challenges they have faced with critical thinking. The study used a narrative-case study framework to collect data from 4 Chinese international graduate students at a large mid-Western research university in the United States. The results showed that the participants had diverse conceptions of critical thinking and that they tended to focus on dispositions related to critical thinking rather than skills. These results suggest that participants' struggles may be related to diverse conceptualizations of critical thinking as well as an overemphasis on dispositions. Furthermore, educational differences between the U.S. and China were highlighted in the interviews with the participants, which supports other findings in the literature.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Defining Critical Thinkingmentioning

confidence: 99%

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Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study

Lucas

2019

ij-sotl

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“…A discussion on teaching critical thinking by Nicholas and Riader-Roth (2016) highlights the need for more multidisciplinary activities in the classroom, along with an alignment of how critical thinking is perceived across disciplines. SBL by its very nature crosses disciplines and promotes critical thinking.…”

Section: Future Researchmentioning

confidence: 99%

Contextualized Writing: Promoting Audience-Centered Writing through Scenario Based Learning

Golden

2018

ij-sotl

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Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audiencecentered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades of two experimental groups and one control group showed consistently higher class averages in the two experimental groups exposed to the problem-based scenarios, averages one to two letter grades higher than that of the control group. The findings also revealed increased critical thinking, problem solving, and decision making. The summative assessment was grant funded and used the Collegiate Learning Assessment Plus (CLA+). The final results of the study yielded significance.

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“…However, the findings show that teachers are still not ready to teach critically as intended (Rajendran, 2010). This can be evident by the teaching practice of Arabic teachers is still traditional by emphasizing the skills of remembering and memorizing lesson content compared to thinking skills in the classroom (Fuad et al,2017;Muirhead et al, 2016;Nicholas and Raider-Roth, 2016;Yunawati et al, 2016). In line with this, the curriculum transformation of the education system continues to evolve to ensure that its goals remain relevant in line with the wave of educational challenges in the 21 st century towards producing human capital that meets the needs of the industry in the future.…”

Section: Literature Review Critical Thinking Skills In Arabic Language Teachingmentioning

confidence: 99%

Implementation of The Critical Thinking Skills in Arabic Language Teaching and Learning: A Preliminary Study

Nor¹,

Sihes²,

Hamidon³

2021

IJARBSS

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Nowadays implementation of critical thinking skills in teaching and learning is considered one of the Arabic language teachers' tasks due to its high position in foreign language classrooms. In the context of Arabic teachers, the most important competence is the mastery of critical thinking skills in teaching and learning activities. Therefore, the aims of this study are to identify the level of competence of Arabic teachers in implementing the critical thinking skills in their teaching. A total of 30 Arabic teachers from secondary schools in Malaysia had answered survey comprising of 12 items from the sub-constructs of critical thinking skills. The quantitative data of the survey were analysed descriptively using the Statistical Package for Social Sciences (SPSS) Version 22.0 to present the frequency, percentage, mean and standard deviation. The findings revealed that Arabic language teachers have a moderately low level of critical thinking skills (Mean = 3.96; SD = 0.462). The data also highlighted that these Arabic teachers have not yet mastered the ability to make inferences, as evidenced by the skill's low mean score. It can be concluded form the study that teachers who come from various backgrounds and various educational levels showed the ability to think critically. This is due to their prior exposure to critical thinking skills in the classroom. The findings of this study indicate that Arabic teachers should develop critical thinking skills in order to be able to apply and develop this skill in their teaching activities. Furthermore, it offers a number of initiatives to improve teachers' knowledge and skills in infusing critical thinking in Arabic teaching as a

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A Hopeful Pedagogy to Critical Thinking

Cited by 10 publications

References 28 publications

Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study

Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study

Contextualized Writing: Promoting Audience-Centered Writing through Scenario Based Learning

Implementation of The Critical Thinking Skills in Arabic Language Teaching and Learning: A Preliminary Study

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