An investigation into senior high school (shs3) physics students understanding of data processing of length and time of scientific measurement in the Volta region of Ghana

Kumassah, Eliot Kosi; Ampiah, Joseph Ghartey; Adjei, Eugene Johnson

doi:10.5861/ijrset.2013.387

Cited by 3 publications

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, science education, particularly in the laboratory setting, is designed to teach quantitative critical thinking (i.e. interpretation and critical evaluation of statistical reports), but the evidence has suggested that this is seldom, if ever, achieved [74][75][76][77][78][79]. By providing multiple opportunities for students to participate in critical thinking in the physics laboratory classes at Stanford University, scholars engaged the students to improve the experiment and modify the model repeatedly [32].…”

Section: Critical Thinking and Reflection Exercises In The Laboratory...mentioning

confidence: 99%

Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students

Chen

2023

BMC Med Educ

View full text Add to dashboard Cite

Background In medicine, critical thinking is required for managing and tolerating medical uncertainty, as well as solving professional problems and treating diseases. However, the core of Confucianism, teacher-centered and exam-oriented settings in middle and high school education may pose challenges to developing critical thinking in Han Chinese or Taiwanese students. Students may be adversely affected by these pedagogies since student-centered settings were more effective in stimulating their critical and reflective thinking, as well as a sense of responsibility, in the ever-changing world. Therefore, guiding students with less stable foundations of critical thinking might require a different approach. A review article highlighted the potential utility of the Socratic method as a tool for teaching critical thinking in the healthcare field. The method involves posing a series of questions to students. More importantly, medical students and residents in clinical teaching are familiar with the method. Almost all healthcare students must complete a biochemistry laboratory course as part of their basic science training. Thus, we aimed to train students to develop critical thinking in the biochemistry laboratory course by using learning sheets and teacher guidance based on the Socratic method and questioning. Method We recruited second-year students from a medical school, of whom 32 had medical science and biotechnology majors (MSB), 27 had pharmaceutical science majors (PS), and 85 were medical undergraduate (MU) students. An exercise in critical thinking was conducted during a biochemistry laboratory course, which consisted of five different biochemical experiments, along with learning sheets that contained three or four critical thinking questions. Then, the teacher evaluated the students’ ability to think critically based on nine intellectual dimensions (clarity, accuracy, precision, relevance, depth, breadth, logic, fairness, and significance) based on the universal intellectual standards developed by Prof. Linda Elder and Richard Paul. In the following analysis, regression models and multivariate analysis were used to determine how students improved over time, and trajectory analysis were carried out in order to observe the trends in students’ critical thinking skills construction. Results Clarity and logic dimensions were identified as the key elements to facilitate the development of critical thinking skills through learning sheets and teacher guidance in students across all three different healthcare majors. The results showed that metacognitive monitoring via Socratic questioning learning sheets have demonstrated potential encourage students to develop critical thinking skills in all dimensions. Another unique contribution of current study was present the heterogeneous learning patterns and progress trajectories of clarity and logic dimensions within classes. Conclusion Using the Socratic learning model could effectively develop students’ critical thinking skills so they can more effectively care for their patients.

show abstract

Section: Critical Thinking and Reflection Exercises In The Laboratory...mentioning

confidence: 99%

Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students

Chen

2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

Instructional Strategies that Foster Experimental Physics Skills

Holmes

Smith

2023

The International Handbook of Physics Education Research: Learning Physics

View full text Add to dashboard Cite

Physics is fundamentally an experimental science. Myriad skills are necessary to perform physics experiments. This chapter outlines what might constitute important experimental physics skills for physics education. Drawing on several perspectives on experimentation outlined in the physics education research literature, we focus on technical and practical skills, cognitive decision-making skills, and metacognitive skills and explore research on developing and assessing these skills in instructional labs. Finally, we end the chapter with a brief comment on what we see as the open areas of research regarding instructional strategies that foster experimental physics skills.

show abstract

Teaching critical thinking

Holmes

Wieman

Bonn

2015

Proc. Natl. Acad. Sci. U.S.A.

209

170

View full text Add to dashboard Cite

The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics laboratory course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. The students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.critical thinking | scientific reasoning | scientific teaching | teaching experimentation | undergraduate education A central goal of science education is to teach students to think critically about scientific data and models. It is crucial for scientists, engineers, and citizens in all walks of life to be able to critique data, to identify whether or not conclusions are supported by evidence, and to distinguish a significant effect from random noise and variability. There are many indications of how difficult it is for people to master this type of thinking, as evidenced by many societal debates. Although teaching quantitative critical thinking is a fundamental goal of science education, particularly the laboratory portion, the evidence indicates this is seldom, if ever, being achieved (1-6). To address this educational need, we have analyzed the explicit cognitive processes involved in such critical thinking and then developed an instructional design to incorporate these processes.We argue that scientists engage in such critical thinking through a process of repeated comparisons and decisions: comparing new data to existing data and/or models and then deciding how to act on those comparisons based on analysis tools that embody appropriate statistical tests. Those actions typically lead to further iterations involving improving the data and/or modifying the experiment or model. In a research settin...

show abstract

An investigation into senior high school (shs3) physics students understanding of data processing of length and time of scientific measurement in the Volta region of Ghana

Cited by 3 publications

References 4 publications

Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students

Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students

Instructional Strategies that Foster Experimental Physics Skills

Teaching critical thinking

Contact Info

Product

Resources

About