Fostering the skills of critical thinking and question-posing in a project-based learning environment

Sasson, Irit; Yehuda, Itamar; Malkinson, Noam

doi:10.1016/j.tsc.2018.08.001

Cited by 139 publications

(125 citation statements)

References 39 publications

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“…Moreover, science learning in junior high school needs to be implemented in an integrated manner by providing students with direct experience to build up their knowledge. The constructivist learning environment provides the students a chance to seek for various of information, proceed them in a different point of views, create links between the learning process with students' culture and experience, reinforce various kinds of learning styles, and also encourage reflection activity on the learning process (Sasson et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Pursitasari

Suhardi

Putra

et al. 2020

JPII

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This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

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Section: Introductionmentioning

confidence: 99%

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Pursitasari

Suhardi

Putra

et al. 2020

JPII

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“…High-level thinking skills as explained in the character of "gusjigang" local wisdom must be facilitated in the educational process through academic activities ranging from problemsolving, academic writing, exploring to conducting research [12]. Such activities must be packaged through project-based learning activities with a constructive approach through questions the answers of which can be sought through indoor activities and environmental exploration [13]. Learning must be designed by considering the ability of students to experiment, predict problems, and adapt to the surrounding environment [14].…”

Section: Resultsmentioning

confidence: 99%

Higher Order Thinking Skills (HOTS) in GUSJIGANG Culture and Character of Kudus People

Utaminingsih¹,

Murtono²

2019

Proceedings of the Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2

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This article aims to explore the correlation or association of"gusjigang" culture with high-level thinking skills. This research was conducted by employing a phenomenological method the main observation subject of which was the activities of Kudus Kulon residents as the epicenter of the development of the gusjigang culture and the development of Islamic civilization led by Sunan Kudus. The advantage of this research is the acquisition of information about the relationship between higher order thinking skills and "gusjigang" character of Kudus people. The result is the identification that the character of "gus" contains analytic thinking skills, "ji" contains critical thinking skills, evaluative and logical, and "gang" contains synthesis skills as well as the decision maker.

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“…Critical thinking is an intellectual and structural process which is actively related to the ability in conceptualizing, applying, analyzing, constructing, and evaluating information which is gotten through the process of observation, experience, reflection, reason, and communication (Boa, Wattanatorn, & Tagong, 2018). According to Sasson, Yehuda and Malkinson (2018), critical thinking is an important part of human life in understanding the complexity of the phenomenon. Critical thinking emphasis the students feel on the problem, having a strong and a clear perspective about the future life, full of consideration in doing tasks, and good at problem-solving and making a decision (Facione, Facione, Sanchez, & Gainen, 1995).…”

Section: Critical Thinkingmentioning

confidence: 99%

“…Critical thinking is important to be trained in daily life, especially when individuals get information related to uncertain rumours and issues (Sasson et al, 2018). The theoretical framework of the critical thinking starts from The Delphi Panel (Facione, 1990) by doing identification toward the key elements that might happen in the reasoning process while the critical thinking disposition refers to the human' tendency in dealing with the problem which is based on logical reasoning (Facione et al, 1995).…”

Section: Critical Thinkingmentioning

confidence: 99%

Using Kahoot to Improve Students' Achievement and Critical Thinking in Undergraduate of Psychology Students

Warsihna

Ramdani

Prakoso³

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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Kahoot is one of the most popular evaluation methods used as an effective instrument in the learning process. As a platform of digital-based media, there are many advantages that can be gotten by using it, such as making easier and faster for teacher and lecturer in getting assessment results, reducing of the cost in making and duplicating a couple of questions, and psychologically improving students' attention in understanding material actively and openly. This is a preliminary study which is conducted using experimental design toward 60 of psychology students who attended the research methodology and psychometric courses. The purposes of this study are to explore the psychological factors that might happen during learning Kahoot media and to identify the effect of Kahoot learning in improving student achievement and creating a critical thinking character. The results of this study show that there is a significant difference between pretest and posttest score during the experimental period. Therefore, this preliminary study gives important information about the effectiveness of using Kahoot in the learning process.

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Fostering the skills of critical thinking and question-posing in a project-based learning environment

Cited by 139 publications

References 39 publications

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Higher Order Thinking Skills (HOTS) in GUSJIGANG Culture and Character of Kudus People

Using Kahoot to Improve Students' Achievement and Critical Thinking in Undergraduate of Psychology Students

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