Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement

Akpur, Uğur

doi:10.1016/j.tsc.2020.100683

Cited by 126 publications

(101 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The magnitude of the contribution of CTS toward CLO in the NHT learning model + metacognitive strategy are shown in Table 7. Table 7 shows that the R value on the correlation between CTS and CLO in the NHT learning model + metacognitive strategy was 0.845 or included as strong correlation (Cohen, Manion, & Morrison, 2000) and the R 2 value was 0.714 or 71.4%. Thus, in the NHT learning model + metacognitive strategy, the CTS factor gave contribution as much as 71.4% to the achievement of CLO and other factors gave contribution as much as 28.6%.…”

Section: Resultsmentioning

confidence: 99%

“…The whole process of data analysis was done with SPSS 23.00 for Windows program. The interpretation of the value of r according to Cohen, Manion, & Morrison (2000) is presented in the following table.…”

Section: Data Analysis Techniquementioning

confidence: 99%

“…From various reference searches, studies of the relationship between critical thinking and student learning outcomes are generally revealed at the tertiary level, while at the basic education level it is almost not found. Akpur (2020) examines the relationship between critical thinking and student learning outcomes in Turkey. The indicators of critical thinking that are studied include reasoning, decide based upon evidence, recognizing the problem, and information acquisition.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

2021

ilkonline

View full text Add to dashboard Cite

This correlational research aims to reveal the contribution of critical thinking skills (CTS) toward cognitive learning outcomes (CLO) on the learning using NHT and metacognitive strategies, and to reveal the differences in regression equations between the two learning models. The results revealed that there was a correlation between CTS and CLO in both the NHT and metacognitive strategies. The biggest contribution of CTS toward the students' CLO was found in the NHT + metacognitive strategy learning model, which was 71.4%, and the regression equation of the learning model was Y = 21.66 + 0.72 X. The results of Anova show the significance value of b1, b2 was 0.009 (p <0.05) and the significance value of b1, b2, b3 was 0,000 (p <0.05). Thus, the rate and magnitude of the student CLO as an effect of the CTS are different from each other. These results prove the NHT learning model and metacognitive strategy is more effective in empowering CTS and CLO.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Data Analysis Techniquementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

2021

ilkonline

View full text Add to dashboard Cite

show abstract

“…Originalidad es la generación de ideas novedosas que llaman la atención. Diferencia, o singularidad, idea particular y efectividad, certeza, garantía de que es una buena idea (Akpur, 2020) Cantidad, calidad y originalidad La cantidad, número de ideas; calidad, el grado en que una idea es adecuada para su propósito, y originalidad, ideas inesperadas sobre algo que hay que hacer propuestas, (Laske & Schröder, 2017).…”

Section: Maribel Carranzaunclassified

“…Es trascendental para garantizar una vida optima, es un elemento indispensable para que se generen los aprendizajes y, por ende, el rendimiento académico (Lian et al, 2018;Ramírez, 2014). Por ello, es considerada como una de las habilidades cruciales que requiere adquirir el ciudadano del siglo XXI (Akpur, 2020). Esto se refleja en el informe del World Economic Forum, donde es considerada como una habilidad que será solicitada para acceder al mercado laboral (Bezanilla et al, 2018).…”

Section: Introductionunclassified

Pensamiento creativo: un estudio holístico en la educación

Carranza

2021

Rev. Innova Educ.

View full text Add to dashboard Cite

El objetivo fue revisar diversos artículos científicos para identificar los conceptos relevantes, las características y las teorías que fundamentan el constructo del pensamiento creativo, así como analizar las propuestas que contribuyen a su mejora. Para ello, se revisaron las bases de datos como Ebsco, Scopus, Eric, de las cuales se seleccionaron 50 artículos relevantes. La metodología empleada es de tipo descriptivo analítico, la cual nos permitió llegar a los siguientes resultados: existen diversidad de definiciones, características y estrategias que promueven la mejora del pensamiento creativo, asimismo, se evidenció su desarrollo en los estudiantes es crucial, para el buen desenvolvimiento en la sociedad. En conclusión, el sistema educativo debe promover el conocimiento y desarrollo del pensamiento creativo en el proceso enseñanza aprendizaje, ya que está habilidad es requerida para acceder a un puesto laboral.

show abstract

Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators?

Fung,

Chung

2024

Journal of Creative Behavior

View full text Add to dashboard Cite

This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second‐year (4 to 5 years) kindergarten children (45.9% boys) and their parents. Parents reported demographic information and children's playfulness and executive functions through a questionnaire. Children were administered behavioral assessments of convergent thinking, divergent thinking, Chinese word reading, and number word comparison at their kindergarten. Results from a path analytic model revealed the mediating roles of convergent and divergent thinking in the relationship between playfulness and number word comparison. In contrast, convergent thinking mediated the link between playfulness and Chinese word reading. Executive functions were positively related to playfulness but unrelated to children's academic skills. The findings suggest that playful children might develop better creative thinking processes, supporting their academic skills. Practically, the findings underscore the importance of play‐based learning in developing children's creativity and academic skills in the early years.

show abstract

Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement

Cited by 126 publications

References 21 publications

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

Pensamiento creativo: un estudio holístico en la educación

Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators?

Contact Info

Product

Resources

About