Assessment of critical thinking skills in undergraduate animal science students and curriculum

Al-Mazroa, Sarah

doi:10.31274/etd-180810-5696

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…The quantitative assessment used the 5-Points Likert scale to measure the students' critical thinking and problem-solving skills before and after the remote learning PBL module. To measure critical thinking skills, the questionnaire items were adapted from Al-Mazroa [30]. On the other hand, to measure problem-solving, the questionnaire items were adapted from Chis et al, [31].…”

Section: Methodsmentioning

confidence: 99%

Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

Kah Choon Low,

Siti Syuhadah Mohamad,

Say Lee Chong

et al. 2024

ARASET

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With the COVID-19 pandemic spreading all around the world, higher learning institutions were forced to shut down or limit the people in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting was embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students' experience in PBL, and to what extent the PBL module helps students improve their critical thinking and problem-solving skills. The remote learning PBL module was conducted using the reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement in students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis of students’ feedback on remote learning PBL class- first, second, and third meetings, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distracted their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

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Section: Methodsmentioning

confidence: 99%

Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

Kah Choon Low,

Siti Syuhadah Mohamad,

Say Lee Chong

et al. 2024

ARASET

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“…Cadets need to understand the ecological and environmental consequences of their actions, as well as the global and regional regulations governing environmental protection. The importance of enhancing cadets' environmental awareness through curriculum development [13,14]. The study suggests that environmental content should be integrated into various subjects, emphasising the interconnectedness of environmental issues with other aspects of maritime knowledge.…”

Section: Environmental Awareness and Maritime Educationmentioning

confidence: 99%

Enhancing Environmental Awareness and Sustainable Communication Skills in Maritime Education

Bernadtua Simanjuntak

2023

BIO Web Conf.

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This research study investigates the integration of environmental perspectives and sustainable communication skills into the Standard Campus Communication Phrase (SCCP) program at Sekolah Tinggi Ilmu Pelayaran Jakarta. In alignment with the theme of Environmental Perspectives in Maritime Education and the sub-themes of teaching sustainable maritime practices and techniques, integrating environmental education into maritime curriculum, promoting awareness of maritime environmental issues among students, and the role of English language education in promoting maritime environmental awareness, this study aims to prepare maritime cadets for excellence in communication while fostering environmental consciousness. The maritime industry faces escalating environmental challenges, necessitating a proactive approach in equipping cadets with both effective communication skills and an understanding of sustainable practices. Leveraging the researcher’s expertise in culture, literature, English for Specific Purpose (ESP), English as a Second Language (ESL), and Maritime English, this research focuses on sustainable maritime cadets and their preparation for effective communication. The research adopts a comprehensive mixed-methods approach, encompassing surveys, classroom observations, communication skills assessments, and content analysis of SCCP materials. The primary objectives are to assess the current state of environmental awareness among maritime cadets, evaluate the effectiveness of SCCP in improving communication skills, and examine the integration of environmental perspectives within the SCCP curriculum. The findings of this study will significantly contribute to maritime education by highlighting the pivotal role of English language instruction in promoting sustainable communication skills and environmental consciousness. The research outcomes will provide invaluable insights to educators, curriculum developers, and policymakers involved in maritime education. By preparing cadets to excel academically and professionally while emphasizing effective communication and environmental stewardship, this research aims to produce maritime graduates who are not only proficient in English but also equipped to navigate the environmental complexities of the global maritime industry.

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“…Despite their importance, these skills are not often intentionally included in the syllabi and course design of most animal science classes ( Al-Mazroa Smith et al, 2020 ). Intentionally designing animal science courses to foster the development of these skills is a strategy that has yielded positive results relating to the application of content knowledge and should translate to increased preparedness of graduating students for the job market ( Hazel et al, 2013 ; Mracek and Karr-Lilienthal, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Design thinking for engaged learning in animal science: lessons from five semesters of a senior capstone course

Brandão,

Donaldson,

Dunlap

et al. 2024

Translational Animal Science

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This study presents a design-based research approach involving 5 iterations (semester) of implementing design thinking for engaged learning (DTEL) in an animal science capstone course. DTEL scaffolds design thinking into 10 stages for collaborative project-based learning to foster skills like problem solving and teamwork. Across 5 semesters (spring 2021 to spring 2023), student reflections (n = 276) were analyzed to identify aspects that worked well or were challenging. Network analysis visualized relationships (P < 0.05; Q > 0.4) between codes representing strengths, struggles, and alignment with principles from learning theories. Utilizing the relationships between strengths and theory-based principles to address struggles, resulted in changes to the design of the capstone course each iteration (time that the course was taught). The complexity of maps increased over iterations. Initially, struggles were prominent but decreased as responsive design refinements were made. Alignment of student experiences with principles from learning theories grew substantially from the first iteration to the last (theory-related nodes representing 11.4% vs. 24.4% in each network map, respectively), with learning theories also occupying more central positions in the last map (iteration 5) compared to earlier ones (iterations 1 through 4). These changes suggest student experiences increasingly aligned with principles of cognitive constructivism, social constructivism, constructionism, situated learning, and transformative learning. Design principles derived from the 5-iteration study include: 1) allocating most time to hands-on lab work versus lecture, 2) designating a coordinator faculty, 3) scaffolding for instructors unfamiliar with DTEL, 4) emphasizing consistency in processes over grades, and 5) intentionally developing teamwork skills. The study demonstrates the value of design-based research for iteratively refining and studying learning experiences to foster critical skills for undergraduate students in animal science.

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Assessment of critical thinking skills in undergraduate animal science students and curriculum

Cited by 4 publications

References 22 publications

Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

Enhancing Environmental Awareness and Sustainable Communication Skills in Maritime Education

Design thinking for engaged learning in animal science: lessons from five semesters of a senior capstone course

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