Fostering Critical Thinking Through Effective Pedagogy: Evidence from Four Institutional Case Studies

Tsui, Lisa

doi:10.1353/jhe.2002.0056

Cited by 205 publications

(172 citation statements)

References 32 publications

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“…Pascarella and Terenini (1991, cited in Rudd & Baker, 2000) also stressed that postsecondary education should foster these skills. Tsui (2002) corroborated the reasoning ability in her definition. She defined critical thinking as "students' abilities to identify issues and assumptions, recognize important relationships, make correct inferences, evaluate evidence or authority, and deduce conclusions" (p.743).…”

Section: B Conceptualization Of Critical Thinkingsupporting

confidence: 60%

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Wang¹

2017

TPLS

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Abstract-The intellectual root of critical thinking can trace back to Socratics in ancient Greece. Since then, a variety of conceptions and models have been proposed, which constitute the theoretic core of critical thinking. They place different weights on different aspects of critical thinking. In the meantime, the cultivation of critical thinking commenced when Socrates attempted to apply theories of critical thinking into the instruction. Consequently, a variety of instruction approaches and strategies and assessment of critical thinking have been developed. However, there is still a dispute on whether critical thinking can be developed independently of subject content. The paper attempts to review research on critical thinking with the aim to discover commonalities and clarify the subtle differences among diversities of conceptions, models, instruction approaches and strategies, and assessment. The discovery and clarification could be significant for the instruction of critical thinking, especially, conducted in non-western countries. Index Terms-critical thinking, theoretic core, critical thinking instruction, critical thinking assessmentThe research on critical thinking can date back to Socratic time in ancient Greece. Since then, a variety of definitions, models and theories on critical thinking have been developed. The intellectual development of critical thinking is in parallel with its instruction which commenced when Socrates attempted to instruct people how to justify their confident claims to knowledge. The variation of definitions, models and theories which leads to a variety of the instruction approaches and strategies, and assessment of critical thinking requires the discovery of the threads among them. The paper aims to explore the commonalities and clarify differences among the various conceptions, models, instruction approaches and strategies for the purpose to facilitate the development of critical thinking in non-western culture. The discovery and clarification would be significant for the instruction of critical thinking conducted in non-western countries, in particular, Confucian culture. It includes two general topics: theoretical background of critical thinking and critical thinking instruction.

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Section: B Conceptualization Of Critical Thinkingsupporting

confidence: 60%

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Wang¹

2017

TPLS

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“…More specifically, Angelo (1995) and others (Blake, 2005;Dunn & Smith, 2008;Mills, 2008;O'Connell & Dyment, 2006;Tsui, 1999;2002;Wade, 1995) all contend that writing positively impacts student learning, ability to think critically and ability to reflect on course material. Further research supports that writing to learn practices facilitate acquisition of discipline concepts (Christopher & Walter, 2006;Connor-Greene, 2000;Tsui, 2002). Others even identify writing as a unique form of learning (Emig, 1997;Wiley & Voss, 1996;McLeod, 1992;Spivey, 1990).…”

Section: Control Beliefs N Easymentioning

confidence: 99%

Predicting Faculty Intentions to Assign Writing in Their Classes

Trafimow

Ruckel

Stovall

et al. 2017

ij-sotl

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Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zeroorder correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teacher's intentions to assign writing in two studies.We also obtained open-ended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing. Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zero-order correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teachers' intentions to assign writing in two studies. Predicting Faculty Intentions to Assign Writing in Their ClassesWe also obtained openended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing.

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“…Pengembangan keterampilan berpikir kritis telah menjadi fokus begitu banyak peneliti dari berbagai disiplin ilmu (Tsui, 2002;Yang et al, 2008;Alexander et al, 2010;Fahim dan Bagheri, 2012). Untuk bidang kimia, berbagai penelitian juga telah dilakukan untuk topiktopik kimia misalnya kimia umum (Kogut, 1996) dan kimia eksperimen (Qing et al, 2010).…”

Section: Pendahuluanunclassified

Model Pembelajaran Siklus Belajar Deskriptif Untuk Meningkatkan Pemahaman Konsep Dan Keterampilan Berpikir Kritis Siswa SMK Pada Materi Ikatan Kimia

Mulyasih¹

2015

JPMIPA

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ABSTRAKPenelitian ini bertujuan untuk memperoleh informasi mengenai penggunaan model pembelajaran siklus belajar deskriptif dalam upaya meningkatkan pemahaman konsep dan berpikir kritis siswa di salah satu SMK di Kabupaten Sumedang pada konsep ikatan kimia. Indikator pemahaman konsep yang diselidiki terdiri dari enam kategori, sedangkan indikator keterampilan berpikir kritis yang diselidiki berjumlah empat indikator. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian nonequivalent pretest-posttest control group design. Instrumen yang digunakan berupa soal tes berbentuk esai. Hasil uji t menunjukkan bahwa berdasarkan nilai rata-rata n-gain, perbedaan pemahaman konsep siswa antara kelas eksperimen dan kelas kontrol secara keseluruhan berbeda signifikan (p= 0,00 p< 0,05), dan keterampilan berpikir kritis yang paling dapat dikembangkan secara signifikan melalui model pembelajaran siklus belajar deskriptif adalah mengidentifikasi kesimpulan (p= 0,004 p< 0,05). Kata kunci: model pembelajaran deskriptif, pemahaman konsep, keterampilan berpikir kritis, konsep ikatan kimia ABSTRACTThe aim of this study was to get information about the effectiveness of using descriptive learning cycle instructional model to improve students' understanding and critical thinking skills related to chemical bonding concept in one of vocational high schools (SMK) in Sumedang. Indicators for conceptual understanding consisted of six categories, while indicators of critical thinking skills were four indicators. The method used was quasi-experimental research design nonequivalent pretestposttest control group design. Instrument used was essay test. T test results showed that based on the average value of n-gain, difference in overall students' conceptual understanding in experimental class and control class was significant (p = 0.00 p <0.05), and critical thinking skills significantly developed by descriptive learning model cycle was to identify conclusions (p = 0.004 p <0.05).Keywords: critical thinking skills, concepts of chemical bonding, descriptive learning model, understanding concepts PENDAHULUANStandar nasional pendidikan yang paling berkaitan dengan proses belajar mengajar adalah standar kompetensi lulusan mata pelajaran. Salah satu tujuan dari standar kompetensi lulusan mata pelajaran kimia di SMK adalah menunjukkan keterampilan berpikir logis, kritis, kreatif dan inovatif secara mandiri sehingga dalam proses pembelajarannya siswa disiapkan untuk dapat berpikir tingkat tinggi dalam mencari solusi apabila menemukan masalah dalam dunia usaha dan dunia industri (Kemendiknas, 2005). Berkaitan dengan hal tersebut maka salah satu tugas guru adalah dapat menciptakan suasana belajar yang dapat mendorong tercapainya tujuan tersebut yaitu mengembangkan keterampilan berpikir kritis siswa.Berpikir kritis merupakan proses untuk mencapai tujuan tertentu (purposeful), pengendalian diri (self regulation) dan pertimbangan dalam membuat keputusan (Facione dan Facione, 2000). Menurut Enis (1996)

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Fostering Critical Thinking Through Effective Pedagogy: Evidence from Four Institutional Case Studies

Cited by 205 publications

References 32 publications

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Predicting Faculty Intentions to Assign Writing in Their Classes

Model Pembelajaran Siklus Belajar Deskriptif Untuk Meningkatkan Pemahaman Konsep Dan Keterampilan Berpikir Kritis Siswa SMK Pada Materi Ikatan Kimia

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