Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education

Liyanage, Indika; Walker, Tony; Shokouhi, Hossein

doi:10.1016/j.tsc.2020.100762

Cited by 26 publications

(15 citation statements)

References 44 publications

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“…Some experts, such as Benade (2015), Dekker (2020), and Erikson & Erikson (2019), argue that the critical thinking training for pre-service teachers starts from modernizing the higher education system and implementing innovative educational models. A learning environment where pre-service teachers can develop critical thinking skills and demonstrate them effectively must also be prepared (Liyanage et al, 2021). This statement is based on a belief that the quality of the educational process impacts the development of students' critical thinking (Gilmanshina et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…This statement is based on a belief that the quality of the educational process impacts the development of students' critical thinking (Gilmanshina et al, 2021). Critical thinking explains the performance of competency achievement in each student and often becomes a critical issue if the expectations are not achieved (Liyanage et al, 2021) because critical thinking is directly related to academic achievement (Jacob, 2012;Leon et al, 2015;Ghanizadeh, 2017;D'Alessio et al, 2019;Siburian et al, 2019). Students with good critical thinking performance have better academic achievements than those with low critical thinking (D'Alessio et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati

Hikmawati

Prayogi³

et al. 2021

JPII

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This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the "critical" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as "critical," and the increase of critical thinking scores in the two groups was categorized as a "moderate" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati

Hikmawati

Prayogi³

et al. 2021

JPII

View full text Add to dashboard Cite

show abstract

“…Current research [31][32][33] investigates which characteristics of instruction can enhance critical thinking in the school curriculum. Sheni [34] stresses the importance of studentcentered classrooms promoting active learning where the role of the teacher shifts from the traditional provider of information to the role of a guide, facilitator, or learning adviser.…”

Section: Characteristics Of Instruction and Core Skills Of Critical Thinking In The School Curriculummentioning

confidence: 99%

“…A review of the literature on critical thinking provided an understanding of its theoretical background and helped to focus on the research questions. Specifically, for RQ 1, to determine which characteristics of instruction can enhance critical thinking in the primary school curriculum of the European Schools, we referred to its theoretical framework [31][32][33][34][35][36][37][38]. To determine the extent to which the primary school curriculum includes critical thinking (RQ 2), we used Facione's [44] skills scheme (Table 3).…”

Section: Instrumentmentioning

confidence: 99%

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

et al. 2021

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To develop citizens’ critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.

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“…With the evolution of the technology and its critical role to improve teaching and learning practices at any stage of educational endeavors (Qutoshi, 2017;Qutoshi et al, 2020), it is possible for learners to access information from anywhere at a single press of a button. However, it is now challenging for educators to develop the ability and skills of learners not only to assess new information but also to analyze, evaluate, and interpret the information on a diverse range of disciplines to create new meanings out of the available information (Macagno & Bigi, 2020;Liyanage;Liyanage, Walker & Shokouhi, 2021), teachers' education is not an exception. Advanced societies require people who can think well and make good decisions, and helping learners to develop thinking skills is important because it is a demand of job market in a complex and rapidly changing global economy (Cotton, 1991 as cited in Smith & Szymanski, 2013;Duron, Limbach & Waugh, 2006;Short & Keller-Bell, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Perceptions and Practices of Secondary School Teachers for Developing Critical Thinking Skills in Students

Ali

Qutoshi

Jabeen

2021

pjsr

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Critical thinking is a multifaceted process which requires a higher level of cognitive skills. Teachers’ perceptions and practices to develop critical thinking skills among students influence their behavior in the class. This study intended to explore the perceptions and practices of secondary school teachers in developing the critical thinking skills of students. Four secondary teachers were conveniently selected for data collection by using a semi-structured interview followed by classroom observation and document analysis. The collected data was analyzed by using a thematic approach. The findings of the research study indicated that some of the secondary school teachers lack the basic knowledge about critical thinking; therefore, they were unable to define the concept of critical thinking and way to develop these skills in their students. Most of the teachers (i.e., 66.6%) were aware that it is important to develop student's critical thinking skills but except one, other teachers were unable to provide evidence of using effective classroom strategies needed to develop critical thinking skills among students. Moreover, it was observed that students were unable to analyze and apply their knowledge in new situations. Based on the findings, it was recommended that schools need to train teachers on pedagogies to enable them to create interactive classrooms to lead students to think critically. Keywords: critical thinking, reasoning skills, rote learning, teaching approaches

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Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education

Cited by 26 publications

References 44 publications

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

The Perceptions and Practices of Secondary School Teachers for Developing Critical Thinking Skills in Students

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