Kritické myslenie ako dôležitá súčasť kurikulárnej reformy na Slovensku: Skúmanie fenoménu v slovenskej časopiseckej literatúre

Kosturková, Martina; Ferencová, Janka; Šuťáková, Valentína

doi:10.14712/23363177.2018.283

Cited by 3 publications

(2 citation statements)

References 20 publications

(15 reference statements)

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“…Table 3 shows the subjects other than students are mathematics teachers, prospective mathematics teachers, elementary, junior high, high school, and vocational students. Critical thinking skills are important for students attending any educational program [44], [45]. In addition, the teacher is an important factor in teaching critical thinking skills [46]- [49].…”

Section: Data Analysis Methodsmentioning

confidence: 99%

Research trends in critical thinking skills in mathematics: a bibliometric study

Khusna,

Siswono,

Wijayanti

2024

IJERE

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<span lang="EN-US">This study systematically reviews and analyzes previous studies’ literature to identify the research gaps and the steps that must be taken for research on critical thinking in further mathematics education. Two methods, namely bibliometric analysis and descriptive content analysis, were used to achieve this goal. Data for the bibliometric analysis was obtained from the Scopus database, with the keywords “critical thinking” and “mathematics” Documents accessed are limited to the publication range of 2012-2022. The results show that the number of critical thinking research in mathematics has increased significantly, with a peak in 2021 of 65 articles; the United States has the most research and citations. The source that received the most citations was the journal Educational Studies in Mathematics. The evolution of the theme of critical thinking in mathematics began to link critical thinking with collaboration learning, mathematics education, teacher education, engineering, education, and collaborative learning. The quantitative approach with a student sample, tests as data collection instruments, and the analysis of variance (ANOVA) method is the methodology most often used by researchers. The results of this study are likely helpful for other researchers who will examine critical thinking skills in mathematics, namely as a research guide that they will develop. In addition, the existence of several research gaps can motivate other researchers to fill these gaps to contribute to improving the quality of critical thinking in mathematics.</span>

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Section: Data Analysis Methodsmentioning

confidence: 99%

Research trends in critical thinking skills in mathematics: a bibliometric study

Khusna,

Siswono,

Wijayanti

2024

IJERE

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“…The OECD PISA results indicate that Slovak students acquire a large quantity of knowledge including theory and are able to formulate brief explanations and make decisions, but they find it difficult to study scientific phenomena independently and contextually, build hypothesis, seek and propose solutions, interpret findings, draw conclusions, and support their ideas with arguments (Miklovičová & Valovič, 2019). Slovak students experience difficulties with completing tasks that require application of higher-order cognitive processes (Kosturková et al, 2018). This points out a major issue in the Slovak curriculum, namely the excessive emphasis on the acquisition of theoretical and encyclopedic knowledge.…”

Section: Contribution To the Literaturementioning

confidence: 99%

The effect of the 5E instructional model on students’ cognitive processes and their attitudes towards chemistry as a subject

Сотакова

Ganajová

2023

EURASIA J Math Sci Tech Ed

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The research aim was to examine the effect of the 5E instructional model on students’ cognitive processes and attitudes towards chemistry as a subject. The research was performed at three Slovak grammar schools in the 1st year during the 2nd term of the 2021/2022 school year. This research employed the experimental approach with a quasi-experimental design that involved experimental and control groups. The research sample consisted of 218 students, and it was divided into two groups: the experimental group comprised 114 students (who studied using the 5E model) and the control group comprised 104 students (who studied conventionally). The intervention took place during eight lessons (four two-hour laboratory exercises). A set of inquiry-based activities for the “chemical reactions and equations” thematic unit verified via pilot research was implemented using the 5E model in the experimental group. The research used the following tools: the chemistry concepts test based on the revised Bloom’s taxonomy and a questionnaire to identify the attitudes of students towards chemistry as a subject. The chemistry concepts test results indicated that teaching with the 5E model was more effective than teaching without the 5E model in terms of developing cognitive processes. It affected all the observed cognitive processes (memorization, understanding, application, analysis, and evaluation). After teaching with 5E model, students’ attitudes in experimental group towards learning chemistry as a subject changed significantly. Finally, research presents some recommendations, including conducting more studies on 5E model-based strategy, cognitive processes, and attitudes towards science.

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Rozvoj kritického myslenia koučovacím prístupom vo vysokoškolskom prostredí

Theodoulides¹,

Haviar²,

Šošková³

et al. 2020

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Kritické myslenie ako dôležitá súčasť kurikulárnej reformy na Slovensku: Skúmanie fenoménu v slovenskej časopiseckej literatúre

Cited by 3 publications

References 20 publications

Research trends in critical thinking skills in mathematics: a bibliometric study

Research trends in critical thinking skills in mathematics: a bibliometric study

The effect of the 5E instructional model on students’ cognitive processes and their attitudes towards chemistry as a subject

Rozvoj kritického myslenia koučovacím prístupom vo vysokoškolskom prostredí

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