Influence of FFA Activities on Critical Thinking Skills in Texas Three-Star FFA Chapters

Latham, Lyndsey; Rayfield, John; Moore, Lori L.

doi:10.5032/jae.2014.05126

Cited by 1 publication

(1 citation statement)

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“…In addition, it has been used for the measurement of critical thinking of students of the Middle East (Alshraideh, 2015), of university students in America (Obias, 2015), of pedagogy students (Gadzella, etal, 2005), of nursing students (Berger, 1984;Brooks & Shepherd, 1990;Carole, Brown, & Alverson, 1997;Gross, Takazawa, &Rose, 1987;Hartley, 1994;Magnussen, Ishida, &Itano, 2000), of pharmacy students (Miller, 2004), of occupational therapy and physiotherapy students (Vogel, etal, 2009), of students of business administration (Coleman, Mason, & Steagall, 2012), and for the comparison between students and graduates of special education schools (Zascavage, Masten, & Nichols, 2007), of students for the relation of critical thinking with the behavior on the role of woman in modern society (Loo & Thorpe, 2005), for the comparison of critical thinking skills between students and graduates of special education schools (Zascavage, Masten, &Nichols, 2007;Zascavage, 2010) and, also, for trainees in United States Air Force (Stone, 2017). It has also been used to examine the interrelation between personality and intelligence in workplace (Furnham, etal, 2007), for its development in nurses who participated in a training program (Vaughan-Wrobel, O"Sullivan, & Smith, 1997), for the training of adults who attended specific seminars of agricultural science (Latham, Rayfield, & Moore, 2015),for a group of employees in primary production of Ireland who participated in a critical thinking development program (Heraty& Morley, 2000), and for the relation between reflective thinking, selfregulation and academic progress in higher education (Ghanizadeh, 2016), as well as for the role of meta cognitive skills in the development of critical thinking (Magno, 2010).…”

Section: Watson-glaser Critical Thinking Appraisal (Wgcta)mentioning

confidence: 99%

Critical Thinking and Its Assessment: A Literature Review with Special Reference in Greece and Cyprus

Fountzoulas¹,

Koutsouba²,

Nikolaki³

2019

JESP

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Critical thinking as a cognitive process refers to the critical thinking skills of a conscious person who explores a situation or a problem from different perspectives. In order to measure this cognitive process and skills many tools have been established. However, the accurate assessment of critical thinking skills depends on the instruments' properties being invariant or similar across cultural, ageing and other groups. For this reason, qualitative and quantitative assessments methods have been proposed and used. The aim of this study is to explore the concept of critical thinking and to present the critical thinking assessment tools used worldwide with special reference in Greece and Cyprus. For this purpose, literature-based research methodology was adopted that included analysis and evaluation of relevant published literature. The literature review showed that though many tools have been introduced for measuring critical thinking skills only thirteen of them have undergone the processes of validity and credibility procedures worldwide. Moreover, these thirteen tools include both qualitative and quantitative research methods, with qualitative ones to prevail. Finally, in Greece and Cyprus, the research of critical thinking and the assessment of critical thinking skills is a new established field and only few researches have been conducted using structured tools.

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