Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Stupple, Edward J. N.; Maratos, Frances A.; Elander, James; Hunt, Thomas E.; Cheung, Kevin Yet Fong; Aubeeluck, Aimée

doi:10.1016/j.tsc.2016.11.007

Cited by 105 publications

(96 citation statements)

References 33 publications

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“…Added to the qualities above, drawing sound conclusions out of situations to make informed decisions -another component of CT -lead to a more innovative attitude in the 21st century work place and society (Trilling & Fadel, 2009;Kivunja, 2014). That is why enhancing the development of graduates with CT skills is vital in universities (Stupple et al, 2017).…”

Section: Ct As a Conceptmentioning

confidence: 99%

“…Despite the commonly acknowledged importance of CT in the academia, unfortunately majority of the students are deprived of a sound explanation or they are filled with misconceptions regarding what CT really entails (Stupple et al, 2017). As a matter of fact, it is no surprise they cannot show the related traits in most of the academic courses.…”

Section: Ct As a Conceptmentioning

confidence: 99%

“…On the other hand the research on the use of CT in EFL classes in higher education are scarce (For example ;Meiramova, 2017;Pineda, 2004;Klimoviene et al, 2006;Quintero, 2012). Since improvement of CT skills is expected to have a positive influence on the foreign language skills of learners (Stupple et al, 2017), the cultivation of awareness on the constructive relationship between CT and language learning is also an issue to be stressed out. Although the definitions are abundant, learners are deprived of a thorough explanation as regards the components of CT and this leads to an inability to develop such a skill when coupled with system-wide obstacles in education (Petek & Bedir, 2015;Stupple et al, 2017).…”

Section: Research Rationalementioning

confidence: 99%

“…Since improvement of CT skills is expected to have a positive influence on the foreign language skills of learners (Stupple et al, 2017), the cultivation of awareness on the constructive relationship between CT and language learning is also an issue to be stressed out. Although the definitions are abundant, learners are deprived of a thorough explanation as regards the components of CT and this leads to an inability to develop such a skill when coupled with system-wide obstacles in education (Petek & Bedir, 2015;Stupple et al, 2017). Such deprivation can partially be attributed to the lack of explicit CT-oriented instruction given to the individuals (Doğanay & Ünal, 2006;Marin & Halpern, 2011).…”

Section: Research Rationalementioning

confidence: 99%

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Critical Thinking as a Nourishing Interface to EFL Context in Higher Education

Petek¹

2018

IES

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As one of the renowned learning and innovation skills of 21st century, critical thinking (hereafter CT) has been studied in various fields of education. Contrary to expectations, the emphasis on the mutual link between CT and language learning in tertiary education is newly flourishing. That being the case, the awareness of English as a Foreign Language (hereafter EFL) learners regarding this close connection and how it affects their perceived language learning potential should be inquired and increased. Drawing on such need, this paper reports on the investigation of an action research implementation and its effects on the perceptions of EFL learners over a ten week period of CT integrated practice. Qualitative and quantitative analysis of the data collected through two CT tasks, open-ended questionnaires, and semi-structured interviews based on learners' logs revealed an unequivocal influence on the perspectives of EFL learners towards CT and language learning. The implementation also helped the learners improve their thinking and language skills.

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Section: Ct As a Conceptmentioning

confidence: 99%

Section: Ct As a Conceptmentioning

confidence: 99%

Section: Research Rationalementioning

confidence: 99%

Section: Research Rationalementioning

confidence: 99%

See 2 more Smart Citations

Critical Thinking as a Nourishing Interface to EFL Context in Higher Education

Petek¹

2018

IES

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“…The importances of developing tools for measuring critical thinking skills are 1) to evaluate students 'perceptions and critical thinking, 2) to identify students' needs in support of their critical thinking development, and to predict academic performance (Thomas, Kevin & Aimee, 2016). Picard & Boulhais (2011) conducted a research about the differences in expressive drawing results based on sex by using the subjects of adolescents aged 9-15 years.…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

Adolescent Development in the 21st Century: Developing Critical Thinking Skills Through Expressive Drawing Techniques

Marfu’i¹

2017

IJASOS- International E-Journal of Advances in Social Sciences

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Adolescent is a formal operational stage of cognitive development. The development of an educational program prioritizes four skills to support success in meeting the challenges of the 21st century. One of the priority skills of the four skills is critical thinking skill. Critical thinking skill is a skill which shows the performance of individual cognition in interpreting, analyzing, and doing self-regulation regarding problems and information received. Critical thinking skill is closely related to problem-solving skill and decision-making skill. This study aimed to figure out the implementation of expressive drawing techniques to adolescents in sharpening and developing critical thinking skill in solving their life problems. In addition, this study was conducted to examine the relationship between problem solving strategies used by adolescents with their critical thinking patterns related to the problems they have. This research used a qualitative approach with descriptive data on exploring the implementation and impact of expressive drawing technique in stimulating adolescents' thinking skill as well as the form of adolescents' critical thinking pattern which is seen on the mapping pattern drawn after answering questions in interview. The data of the study were collected through interviews, documentation studies, and observation. The data collected in the form of documentation study of the image were analyzed to get the development result of expressive drawing technique toward adolescent development in critical thinking. Before the data were analyzed, the data were divided into 2 parts, namely the application in the early teens and the image data of the late adolescents. Data analysis techniques used were (1) data collection; (2) data reduction; (3) data interpretation; (4) perform data triangulation; and (5) drawing conclusions. The results of this study indicate that: (1) providing critical thinking skills materials through expressive drawing techniques can develop and stimulate the ability of adolescents in critical thinking to their problems; (2) the pattern of adolescent thinking on their problems through expressive drawing techniques can develop the critical thinking skills of adolescents in determining the action priority as decision-making to determine strategies and to make choices in life; (3) the average adolescents are able to think critically better in determining the priority of complex life problems to be solved systematically and more structurally when compared to early adolescents.

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Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

Zhou,

Ning,

Chen

et al. 2024

Psychology in the Schools

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Globally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.

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Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking

Cited by 105 publications

References 33 publications

Critical Thinking as a Nourishing Interface to EFL Context in Higher Education

Critical Thinking as a Nourishing Interface to EFL Context in Higher Education

Adolescent Development in the 21st Century: Developing Critical Thinking Skills Through Expressive Drawing Techniques

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

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