Critical Thinking as a Dimension of Constructivist Learning: Some of the Characteristics of Students of Lower Secondary Education in Croatia

Abstract

The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary education in Croatia(N = 703). The results show that students assessed a significantly higher incidence of critical thinking in relation to the other four dimensions of constructivist learning. In respect of every latent dimension of constructivist learning, (all) students with higher grade point averages are inclined towards a higher assessment of the frequency of the personal relevance of learning, critical thinking, and collaborative learning. Girls are more likely to highlight the personal importance of studying, critical thinking, and student negotiation, while there is no difference in the assessments regarding gender in the control of studying and the uncertainty of learning with new media. Students, regardless of where they live, assess the incidence of generalconstructivist learning equally, also in regard to each dimension, i.e. the personal relevance of learning, the uncertainty of learning (with new media), critical thinking, shared control, and collaborative learning. The frequent use of new media is associated with the increased incidence of all the dimensions of constructivist learning. An interpretation of the resultsindicates that critical thinking is by far the most prominent dimension of constructivist learning, whereby the gender of students and their grade point average are, to some extent, key factors in the differences in critical thinking, but also in most other dimensions of constructivist learning. This paper explains in detail the didactic implications of its research results.

Concepciones acerca del pensamiento crítico en la enseñanza primaria y secundaria. Una revisión bibliográfica

“…No solo se entiende como una habilidad para reconocer y resolver problemas, sino para desarrollar la capacidad de comprender su naturaleza (Anta et al, 2019). En términos generales, se plantea la complejidad a la hora de definir el pensamiento crítico, en la medida que esta noción se construye desde diversas perspectivas teóricas y conceptuales (Topolovčan & Matijević, 2017).…”

“…La conexión entre el pensamiento crítico y las tecnologías es constante, sobre todo desde la perspectiva de su uso (Van de Oudeweetering & Voogt, 2018;Rogovaya et al, 2019). Se insta al uso de las nuevas tecnologías para el desarrollo del pensamiento crítico, aunque ese uso no se piensa de la manera más constante y rigurosa en un contexto de rutinas exacerbadas y sin control de redes sociales y plataformas virtuales (Topolovčan & Matijević, 2017).…”

Synthesis of critical thinking research of basic education level students using Meta-analysis in Thailand during 2010 to 2021

“…Studies in many countries on critical thinking and the constructivist teaching method have been carried out, such as the study of the relationship between the constructivist learning environment and critical thinking ability using 967 Grade 9 students in Hong Kong based on structural equation modeling, which concluded that the constructivist teaching method could promote critical thinking (Kwan and Wong, 2015). Another study, involving 703 high school students in Croatia concluded that the students had higher levels of critical thinking when studying using the constructivist teaching method (Topolovčan and Matijević, 2017). In both Thai and international research, teaching at the basic education level can use the constructivist teaching method to encourage students to think more critically.…”

The inquiry investigation group learning model: Improving students’ critical thinking skills, cognitive learning outcomes, and scientific attitudes

“…Therefore, it can be concluded that inquiry and constructivist activities can empower students' critical thinking skills. This is based on the opinion that constructivism enhances the ability to develop ideas and thinking by asking various questions (Topolovčan & Matijević, 2017;Kwan & Wong, 2015;Tunca, 2015;Lunenburg, 2011).…”