Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

Abstract

The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi‐experimental design and a pretest/posttest set‐up. Subjects consisted of 156 K‐8 students in Tehran during 2016–2017, selected through a multistage cluster sampling, and randomly assigned to either the experimental group (EG) or the control group (CG). The regular curriculum of the students contained a weekly session of a course titled “Thinking and Lifestyle.” Ten sessions of the course were conducted using SRS (aka clickers) for EG, whereas CG kept receiving the same content in the conventional form. The teaching period was followed by the posttest. ANCOVA showed that, in contrast with CG, EG scored significantly higher on CT test after the intervention. The effect was shown to be only significant for the students at the lower side of the performance spectrum. Thus, in this inaugural study of clickers in schools in Iran, it was empirically demonstrated that clickers, as a relatively new piece of technology, can be successfully utilized during early adolescence in the pedagogical strategies in general and for the improvement of CT of students in particular.

The effects of digital storytelling games on high school students' critical thinking skills

“…It requires skills in the use of emerging technologies and the ability to initiate collaboration for contribution (Malita & Martin, 2010;Palmer & Holt, 2009;Robin, 2008). Ghanaat Pisheh, NejatyJahromy, Badri Gargari, Hashemi, and Fathi-Azar (2019) affirm the practical value of emerging technology for classroom use. Garris, Ahlers, and Driskell (2002), Huang, Huang, and Wu (2014), Mayer (2002), Papastergiou (2009), and Pivec and Kearney (2007), however, emphasize the role of digital technology in education for its pedagogical values such as initiating progress in learning satisfaction, motivation, attentiveness and achievement among students.…”

Competencias investigativas del docente universitario: el pensamiento crítico – una aproximación teórica

“…De lo anteriormente expuesto el docente universitario tiene el compromiso ineludible de dar respuesta a las exigencias de la sociedad en general y la universidad en particular, que dentro del proceso de enseñanza-aprendizaje desarrolle de manera paulatina y sistemática las competencias investigativas en sus estudiantes (Vallejo López, 2020). Sin embargo, este reto no podrá alcanzarlo si es que el mismo docente no cuenta con esas competencias investigativas que constituyen las herramientas indispensables para ser él mismo, una persona competitiva, actualizada, capaz de conducir a su alumnado a la ejecución de actividades, que a través de la investigación impacten positivamente en la que deben desarrollar y aplicar (Ghanaat Pisheh et al, 2019). La Universidad por lo tanto debe crear espacios propicios que permitan fortalecer y desarrollar el pensamiento crítico de sus docentes en todas las áreas del conocimiento y que estén en la capacidad de comprender, analizar ,dialogar, compartir, actuar y resolver problemas en una sociedad pluricultural (Bocanegra Vilcamango et al, 2021) De la revisión bibliográfica realizada a esta competencia, diversos autores concluyen que, "si los docentes carecen de esta competencia, por consiguiente, no podrán incorporarla en sus experiencias curriculares asignadas" y mucho menos promoverla en sus estudiantes (Vendrelli Moracho & Rodríguez Mantilla, 2020).…”

Framework para sistema tutor adaptativo ao raciocínio crítico em contabilidade - STARCC

“…Ghanaat Pisheh, NejatyJahromy, Badri Gargari, Hashemi e Fathi-Azar 2018 -Drowns & Bankert, 1990;Friend & Zubek, 1958;Jenkins, 1998;Cornachione et al, 2007;Passos, 2011;Butler, 2012;Dwyer et al, 2012;Puteh e Hamid, 2014;Howard et al, 2015;Cloete, 2018;Ghanaat Pisheh et al, 2018). Outras pesquisas utilizam métricas próprias ou, ainda, consideram a avaliação do curso como métrica de avanço do raciocínio crítico (Kitchener & King, 1981;McLean, 2005;Morales, 2011;He, Craig & Wen, 2013; As pesquisas empíricas vêm apresentando resultados com baixo tamanho de efeito ocasionado pela intervenção realizada no grupo experimental e alguns trabalhos apenas com resultados positivos parciais.…”

“…Dwyer, Hogan e Stewart; 2012; Abrami et al, 2015;Howard, Tang & Austin, 2015;AlMotairy, 2016;Ghanaat Pisheh et al, 2018). Alguns estudos apresentam frameworks ou propostas de ensino para aumentar o nível de raciocínio crítico (Kimmel, 1995;Passos, 2011;Duron et al, 2006), entretanto as buscas não localizaram nenhum trabalho empírico, que tenha como base esses frameworks, reportando dados quantitativos sobre sua utilização.…”