Cognitive Development: A Prerequisite for Critical Thinking

Skinner, S. Ballou

doi:10.1080/00098655.1976.11477823

Cited by 10 publications

(3 citation statements)

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“…g . , Glasser, 1985;Skinner, 1976) relate critical thinking to problem solving and a general process of inquiry. Still another group of theorists (cf.…”

mentioning

confidence: 99%

Reliability and concurrent validity of a measure of critical thinking skills in biology

1991

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“…g . , Glasser, 1985;Skinner, 1976) relate critical thinking to problem solving and a general process of inquiry. Still another group of theorists (cf.…”

mentioning

confidence: 99%

Reliability and concurrent validity of a measure of critical thinking skills in biology

1991

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“…This literature review found that scholars interpret the concept of critical thinking in different ways. Different definitions of this concept (Skinner, 1976) are mostly based on three main approaches to understanding the essence of critical thinking. Those definitions were as follows: 1) a mental ability or a system of aspirations (Halonen, 1995;Halpern, 1998;Verburgh et al, 2013;Saleh, 2019); 2) an approach to solving the problem (Saleh, 2019;Heard et al, 2020); a skill (Saleh, 2019).…”

Section: The Concept Of Critical Thinking and Espmentioning

confidence: 99%

Creating ESP-Based Language Learning Environment to Foster Critical Thinking Capabilities in Students’ Papers

Karapetian¹

2020

EUROPEAN J ED RES

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The purpose of this research is to experimentally evaluate how the "flipped classroom" model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students' critical thinking skills and improved their academic performances and what students' perceptions of this model are. The learning environment used a multimedia-based textbook entitled "Business skills through English". This was experimental research which used a mixed-methods approach. Students' critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students' critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the "flipped classroom" model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students' critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.

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“…These disciplines, like nursing, have no single, agreed-upon definition. Differences are often highlighted between process (underlying cognitive structures and activities) and product (logic and problem-solving) when defining critical thinking (Sander, 1992;Skinner, 1976;Watson & Glaser, 1980;Young, 1980). Common themes, however, are apparent and include the exploratory and ever-expanding nature of critical thinking (American Philosophical Association, 1990;Bandman & Bandman, 1995;Sander, 1992), the requisite spirit of inquiry and intellectual skepticism (Baker, 1996;Brookfield, 1987;Facione, 1984), and critical thinking as a context-dependent process requiring reflection and self-examination of one's thinking based on standards of good thinking (Brookfield, 1987;Hicks, 1997).…”

Section: Conceptual Themesmentioning

confidence: 99%

Critical Thinking: Toward a Nursing Science Perspective

Hicks

2001

Nurs Sci Q

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Critical thinking is an important phenomenon in nursing science because of its implications for education, practice, and the advancement of nursing knowledge. As a context-dependent, evolving life process, critical thinking appears to be congruent with assumptions and principles of SUHB. Thus, it may be asserted that critical thinking arises within the mutual process of human and environment and thus is a pattern manifestation of the human-environment field process. Before this assertion can be fully accepted, however, much investigation is needed. Nurse scholars are called upon to re-examine critical thinking and to consider possibilities that, until now, have been neglected or unimagined. To date, the positivistic view of critical thinking has yielded limited information. Nurse scientists, therefore, have an opportunity to extend and refine knowledge of critical thinking by embarking upon new and exciting avenues of discovery.

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Cognitive Development: A Prerequisite for Critical Thinking

Cited by 10 publications

References 0 publications

Reliability and concurrent validity of a measure of critical thinking skills in biology

Reliability and concurrent validity of a measure of critical thinking skills in biology

Creating ESP-Based Language Learning Environment to Foster Critical Thinking Capabilities in Students’ Papers

Critical Thinking: Toward a Nursing Science Perspective

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