Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

Indrašienė, Valdonė; Jegelevičienė, Violeta; Penkauskienė, Daiva; Pivorienė, Jolanta; Railienė, Asta; Sadauskas, Justinas; Valavičienė, Natalija

doi:10.3390/su13031476

Cited by 16 publications

(11 citation statements)

References 100 publications

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“…According to the employees, critical thinking is also strongly expressed in the context of information and knowledge management. This is in line with the results of a previous study (Indrašienė et al, 2021) emphasising that critical thinking can be interpreted in three ways: (1) as a precondition for knowledge management goals, (2) as a tool for knowledge management, and (3) as a condition for knowledge exchange. Critical thinking has been found to be one of the most important prerequisites for realising knowledge management goals.…”

Section: How Employers Encourage and Employees Experience Critical Thinkingsupporting

confidence: 91%

Critical Thinking in Higher Education and Labour Market

Indrašienė¹,

Jegelevičienė²,

Penkauskienė³

et al. 2021

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Preface 6 variety in conceptualisations on what it is, how it is shown, what it addresses,and what it requires. The use and development of critical thinking are regularly and intentionally supported both in the labour market and higher education, despite diverse and clear indications that all that supporting of critical thinking, all that teaching of critical thinking are not always equally effective. Different conceptualisations of critical thinking result in different interpretations of the value of particular interventions, and, in turn, these different interpretations result in different reactions to those interventions. In addition to that insight, the monograph also extends an invitation for more research on fostering critical thinking, both by creating situations that afford critical thinking and by developing what is needed to engage in critical thinking. Here, too, we can only hope that the invitation will be widely accepted.The monograph highlights the importance of critical thinking, that is, why it is equally important to research it. It also highlights the complexity of critical thinking, stressing the need for research that acknowledges that complexity. The monograph recognises and illustrates that critical thinking deserves and requires multiple research approaches. Understanding critical thinking, the practice of critical thinking, the fostering of critical thinking, and the development of critical thinking requires knowledge and an in-depth understanding of the literature on critical thinking; it also requires engagement in empirical research, from qualitative and quantitative to descriptive, explanatory and interventionist. The monograph reveals that more conceptual and more empirical research need one another. Through instantiation, empirical research helps understand and validate conceptual research on critical thinking, while the use of conceptual literature is essential for deconstructing the findings in order to make them meaningful. The methodological richness and solid embeddedness in the (international) literature of this monograph might be intimidating, but extend an invitation to researchers and scholars in the domain of critical thinking to be especially critical when it comes to making methodological choices. Again, we can only hope that the invitation will be widely accepted.In The Society of the Spectacle, Guy Debord invites us to be critical and not to be 'spectators', writing: 'Spectators do not find what they want, they want what they find'. This monograph helps to not become spectators -to remain critical first and foremost about (the development of) critical thinking.

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Section: How Employers Encourage and Employees Experience Critical Thinkingsupporting

confidence: 91%

Critical Thinking in Higher Education and Labour Market

Indrašienė¹,

Jegelevičienė²,

Penkauskienė³

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…The finding partially supports who reported that knowledge sharing through social media promoted EFL teachers' reflectivity. In the same vein, the finding is in tandem with Indrašienė et al (2021) who studied the relationship between critical thinking and knowledge management and found a positive relationship between the two constructs. The study's findings can also be explained in the light of Vygotsky's (1978) were employed to improve higher-order thinking skills among university students.…”

Section: Discussionsupporting

confidence: 62%

Collaborative digital writing and metacognitive knowledge in writing among TEFL students: the mediating role of online knowledge sharing

Farahian¹,

Ebadi²

2022

RPTEL

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Previous studies indicate that metacognitive knowledge has a key role in learning and that collaborative learning and knowledge sharing may affect learners’ metacognition. As such, the present study set out to test a structural model of teaching English as a foreign language (TEFL) students’ collaborative digital writing, online knowledge sharing, and metacognitive knowledge in writing, and specifically to examine the hypothesis that online knowledge sharing mediates the effect of collaborative digital writing and metacognitive knowledge in writing. With the participants of 102 Iranian TEFL undergraduate students, a structural equation modeling (SEM) was employed to establish the structural model. The findings revealed the fitness of the structural model of relationships among the study variables. The results also confirmed the mediator role of knowledge sharing. The implications of the findings about knowledge sharing, attitude to collaborative digital writing, and metacognitive knowledge in writing are discussed.

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“…In fact, the thinking itself needs knowledge as a core. That idea is supported by Indrasiene et al (2021) which stated that knowledge and critical thinking are related to one another. In this context, knowledge has a role as the content which forms critical thinking.…”

Section: Critical Thinking Knowledgementioning

confidence: 88%

Exploring the Manifestation of Critical Thinking in a Coursebook for Advanced Reading Class

Saputri

Khoiri

Muniroh

2022

JoLLA

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The purpose of this study was to explore whether Advanced Reading, an intensive reading coursebook in advanced level, includes elements of critical thinking, which refers to the skill, disposition, and knowledge. Critical thinking in this study refers to the thinking processes from Thomas and Lok’s (2015) framework. This study adopted a qualitative approach using an evaluation checklist adapted from Thomas and Lok (2015). A deductive content analysis was used to explore the manifestation of critical thinking in the coursebook. A total of 6 units were analyzed in this study using a framework of critical thinking in higher education. The content analysis revealed that the Advanced Reading comprised all the critical thinking aspects in the framework. These included critical thinking skills, dispositions, and knowledge which were elaborated in the coursebook in the form of texts, activities, and tasks. Future researchers are encouraged to investigate the other level of intensive reading coursebooks in order to add more comprehensive explanation in the scholarship of critical thinking and textbook writings. Keywords: critical thinking; coursebook evaluation; Advanced Reading coursebook Abstrak: Tujuan penelitian ini adalah untuk mengeksplorasi apakah buku Advanced Reading telah memuat elemen berpikir kritis yang mengacu pada keterampilan, perilaku, dan pengetahuan. Advanced Reading merupakan salah satu buku yang digunakan di kelas membaca intensif tingkat mahir. Berpikir kritis yang dimaksud dalam penelitian ini mengacu pada kerangka berpikir Thomas dan Lok (2015) yang meliputi aspek pengetahuan, aspek keterampilan, dan aspek perilaku. Metode konten analisis digunakan untuk mengeksplorasi keberadaan elemen berpikir kritis dalam buku Advanced Reading sebagai sumber data. Jumlah bab yang diteliti dalam studi ini adalah sebanyak 6 unit. Data yang berupa materi di dalam buku tersebut kemudian dianalisis menggunakan sebuah kerangka berpikir yang mengacu pada standar berpikir kritis di tingkat perguruan tinggi. Kerangka berpikir tersebut adalah milik Thomas dan Lok (2015). Dari hasil analisis konten, didapatkan hasil bahwa Advanced Reading mencakup seluruh aspek yang menjadi standar dalam kerangka berpikir Thomas dan Lok. Hal tersebut meliputi aspek kemampuan, sikap, dan pengetahuan Penelitian lebih lanjut diperlukan untuk menginvestigasi buku dalam kelas membaca intensif dengan level yang berbeda. Kata kunci: berpikir kritis, evaluasi buku, buku Advanced Reading

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Linking Critical Thinking and Knowledge Management: A Conceptual Analysis

Cited by 16 publications

References 100 publications

Critical Thinking in Higher Education and Labour Market

Critical Thinking in Higher Education and Labour Market

Collaborative digital writing and metacognitive knowledge in writing among TEFL students: the mediating role of online knowledge sharing

Exploring the Manifestation of Critical Thinking in a Coursebook for Advanced Reading Class

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