An Approach to Teaching for Critical Thinking in Health Education

Broadbear, James T.; Keyser, Bette B.

doi:10.1111/j.1746-1561.2000.tb07266.x

Cited by 23 publications

(12 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… 9 – 11 In the same way, quantitative methods were used to evaluate the effects of various teaching methods on critical thinking. 12 , 13 On the other hand, qualitative studies have addressed the process of critical thinking and proposed models for its promotion. 14 – 17 To the best of our knowledge, limited researches have concentrated on critical thinking in virtual education in medical science field.…”

Section: Introductionmentioning

confidence: 99%

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Gharib¹,

Zolfaghari²,

Mojtahedzadeh³

et al. 2016

AMEP

View full text Add to dashboard Cite

BackgroundWith the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.MethodsThis qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master’s degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.ResultsThe participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.ConclusionThe present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

show abstract

Section: Introductionmentioning

confidence: 99%

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Gharib¹,

Zolfaghari²,

Mojtahedzadeh³

et al. 2016

AMEP

View full text Add to dashboard Cite

show abstract

“…The distinction and approach can be seen as aligning with the prompt that the AC: HPE rationale provides, to foreground critical inquiry and health literacy in teaching and learning (ACARA, 2015;Alfrey & Brown, 2013;Leahy O'Flynn & Wright, 2013). Notably, advocates of skills-based pedagogies in the teaching and learning of HE merit this approach as allowing opportunities for young people to critically engage with health knowledge (Allensworth, 1993;Broadbear & Keyser, 2000;Meeks et al, 2007), and refer to skills like reasoning, decision-making, problem solving, and refusal and reflection as necessary for the betterment of own and others' health. Additionally, these advocates stress that the potential for this approach to promote protective factors lies with the provision of appropriate learning experiences, as these experiences prompt students to connect with the health information as a means to uncover their own social health norms.…”

Section: Skills-based Participatory He In Australiamentioning

confidence: 99%

What We Know, What We Do and What We Could Do: Creating an Understanding of the Delivery of Health Education in Lower Secondary Government Schools in Western Australia

Barwood

Cunningham

Penney

2016

AJTE

View full text Add to dashboard Cite

“…Even Socrates, 2400 years ago, used a discussion supported by his questioning technique to strengthen students' reasoning and help them in making arguments (Broadbear & Keyser, 2000;Elder & Paul, 1998;Parkinson & Ekachai, 2002;Pekarsky, 1994;Pogrow, 1990). In more contemporary times, Piaget (1972) and Inagaki (1981) suggest that discussion can prompt reasoning when guided by experienced teachers or well-trained peers.…”

Section: Introductionmentioning

confidence: 97%

Using Sentence Openers to Support Students’ Argumentation in an Online Learning Environment

Yiong-Hwee

Churchill

2007

Educational Media International

View full text Add to dashboard Cite

This article describes a study which was designed to explore how sentence openers supported students' construction of arguments in an online learning environment. The study involved a group of students from a teacher training institute in Singapore. As part of the overall teacher training program, the students attended a course that equipped them with skills to effectively examine pedagogical value and production qualities of digital videos, and to design some simple educational videos. Through the course, these students used the Knowledge Community online learning environment to critique, debate and negotiate the strengths and weaknesses of certain digital video clips. The study's strategy involved setting a discussion task for students and providing them with a set of carefully developed sentence openers to help them in constructing arguments. These posts were then collected and their content analyzed. In addition a selected number of students were also interviewed. The study results suggest that sentence openers offer an effective strategy to support students' construction of arguments in an online learning environment. L'utilisation des formules d'ouverture des phrases (incipits) comme support de l'argumentation des étudiants dans un environnement d'apprentissage en ligneLe présent article décrit une étude conçue pour examiner la façon dont les formules d'ouverture des phrases aident les étudiants à construire leur argumentation dans un environnement d'apprentissage en ligne. L'étude a porté sur un groupe d'étudiants d'un institut de formation des professeurs de Singapour. Le programme de formation pédagogique générale de ces étudiants comportait un cours axé sur les compétences permettant de mesurer efficacement la valeur pédagogique et la qualité des vidéos numériques et de concevoir des vidéo-grammes éducatifs simples. Pendant ce cours, les étudiants ont utilisé l'environnement d'apprentissage en ligne Communauté d'Apprentissage pour critiquer, débattre et négocier autour des forces et des faiblesses de certains clips vidéo numériques. Notre stratégie a été de créer une activité de discussion pour les étudiants et de leur fournir un jeu de formules d'ouverture soigneusement mises au point pour les aider à construire des arguments. Nous avons recueilli ces messages et analysé leur contenu. Nous avons aussi interviewé un groupe d'étudiants sélectionné. Les résultats de notre étude conduisent à penser que les formules d'ouverture constituent une stratégie efficace pour aider les étudiants à construire des arguments dans un environnement d'apprentissage en ligne. Die Verwendung von Satzeröffnungen zur Unterstützung der Argumentation von Studenten im Rahmen einer Online-LernveranstaltungHier wird eine Studie vorgestellt, die entwickelt worden war, um zu erforschen, wie mit Hilfe von Satzeröff-nungen die Bildung von Argumentationen in einer Online-Lernumgebung für Studenten unterstützt werden kann. Die Studie umfasste eine Gruppe von Lehrerstudenten eines Lehrerfortbildungsinstituts in Singapur. Im Rahmen des üb...

show abstract

An Approach to Teaching for Critical Thinking in Health Education

Cited by 23 publications

References 4 publications

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

What We Know, What We Do and What We Could Do: Creating an Understanding of the Delivery of Health Education in Lower Secondary Government Schools in Western Australia

Using Sentence Openers to Support Students’ Argumentation in an Online Learning Environment

Contact Info

Product

Resources

About