Academic Self-efficacy as a Precondition for Critical Thinking in University Students

doi:10.47750/pegegog.13.02.36

Cited by 2 publications

(2 citation statements)

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“…Temel (2022) critical thinking skills play an important role in solving a student problem in learning. Furthermore, critical thinking skills need to be encouraged so that students can think logically in drawing a conclusion (Morais et al, 2023;Vachova et al, 2023). Therefore, the existence of a STEAM-based discovery learning model provides a solution for teachers in encouraging students' critical thinking skills in schools.…”

Section: Discussionmentioning

confidence: 99%

Effect STEAM Based Discovery Learning Model on Students Thinking Ability: Meta-Analysis Study

Kadir,

Judijanto,

Widodo

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine the effect of the STEAM-based discivery learning model on students' critical thinking skills. This research is a type of meta-analysis research. The researchsample came from 17 national and international journals. Samples were obtained through databases in the journals Springer, Wiley, ScienceDirect, Google Scholar, Taylor of Francis, SAGE, and the Education Resources Information Center (ERIC). The inclusion criteria are research published in 2019-2023; The study had experimental and control classes, journals had to be indexed Science and Technology Index (SINTA), Scopus, and Web of Science (WOS) and the sample size in this study was 1,078 students. Data analysis calculated the value of summary effect size, heterogeneity test and publication bias with JASP 0.8.0.4 application. These results conclude that the summary effect size value (rE = 0.902; p < 0.001) then this result shows that the STEAM-based discovery learning model has a positive effect on students' critical thinking skills at high criteria. This finding shows that the application of the STEAM-based discovery learning model has a significant influence on students' critical thinking skills in learning at school.

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Section: Discussionmentioning

confidence: 99%

Effect STEAM Based Discovery Learning Model on Students Thinking Ability: Meta-Analysis Study

Kadir,

Judijanto,

Widodo

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Critical thinking plays an essential role in students' study and life, and it is one of the educational goals of higher education in many countries (Fena & Xiaodongb, 2023), it is considered as a key competency of university students (Vachova et al, 2023), it is essential to students in all educational levels (Dantas et al, 2023) and it a blend of skills and dispositions, which are closely related to collaboration, metacognition, motivation, creativity, and academic achievement (Ali & Awan, 2023). There is a correlation between critical thinking and communication skills (Wanah et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook

Oikonomidis

Sofianopoulou

2023

PEDAGOGICAL RES

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To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.

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Academic Self-efficacy as a Precondition for Critical Thinking in University Students

Cited by 2 publications

References 35 publications

Effect STEAM Based Discovery Learning Model on Students Thinking Ability: Meta-Analysis Study

Effect STEAM Based Discovery Learning Model on Students Thinking Ability: Meta-Analysis Study

Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook

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