Reflections on Critical Thinking: Lessons from a Quasi-Experimental Study

Grussendorf, Jeannie; Rogol, Natalie C.

doi:10.1080/15512169.2017.1381613

Cited by 14 publications

(5 citation statements)

References 32 publications

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“…In fact, previous literature noted that CT influences academic achievement, reflective thinking, interpersonal skills, and problem-solving skills (Deal, 2004;Ghanizadeh, 2016;Kanbay & Okanli, 2017). Consequently, students who do not think critically will not be able to engage in effective decision making (Grussendorf & Rogol, 2018). Therefore, both critical thinking and self-efficacy should be developed among pre-service teachers using student-centered learning.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

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Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…The intent of this study aligns with the growing body of research (Evens et al, 2013;Cargas et al 2017;Grant & Smith, 2018;Grussendorf & Rogol, 2018;Styers et al 2018), focused on the possibility of observing CT gains over one year. Our results demonstrated that, on average, both control and experimental groups showed statistically significant improvements in CT scores, but that the single semester CT change for those who experienced the CTLOs and the peer-review processes (~18% gain) was essentially double that observed in students who did not (~7% gain).…”

Section: Discussionmentioning

confidence: 97%

Intending to Teach Critical Thinking

Lilly

Darr

Schmolesky

et al. 2022

JoSoTL

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Numerous studies from recent years and going back decades suggest that post-secondary students are failing to sufficiently improve their critical thinking (CT) skills during their undergraduate years (Abrami et al., 2015; Arum & Roksa, 2011; Huber & Kuncel, 2016). Meanwhile, institutions have increasingly embraced CT as a core competency and educational outcome. Several studies have demonstrated measurable within-semester increases in CT, but most often without a meaningful control group for comparison (Cargas et al. 2017; Grant & Smith 2018; Styers et al. 2018). This study asks if an intervention of embedding content-driven critical thinking exercises within courses would cause a measurable impact on critical thinking outcomes within one semester. All participating courses were paired with an instructor teaching a control section alongside an experimental section. All sections were exposed to pre- and post-assessments, using the Critical Thinking Assessment test. Pre-post results indicated statistically significant gains for experimental groups compared with control groups.

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“…This supports students to be able to learn independently, be active, creative, and think critically (Khofiyah, Santoso, & Akbar, 2019;Prasasti, Koeswanti, & Giarti 2019). In discussion activities, students express opinions and exchange ideas which result in practicing critical thinking skills (Grussendorf & Rogol, 2018). So, at this stage the teacher plays a role in motivating students to be active in discussions.…”

Section: Discussionmentioning

confidence: 99%

Application of The Discovery Learning Model Assisted by Google Meet to Improve Students' Critical Thinking Skills and Science Learning Outcomes

Mustikaningrum

Widiyanto

Mediatati

2021

International j.of Elementary Education

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The Covid-19 pandemic situation has hampered the learning process. This can have a negative effect on the quality of the science learning output. This study aims to describe critical thinking skills and science learning outcomes through the application of the discovery learning model assisted by the Google Meet application. This type of research is Classroom Action Research (PTK) which consists of four stages, namely planning, implementing, observing, and reflecting. The subjects in this study were 15 students. The research instrument used was the critical thinking skills observation sheet and the learning outcome test sheet. The results showed that critical thinking skills in the pre-cycle stage were 52.33, cycle I 60.17, and cycle II 69.17. Then, the completeness of student learning outcomes in the pre-cycle is 60.00%, the first cycle is 73.33%, and the second cycle is 86.67%. Based on this, it can be concluded that learning with the discovery learning model assisted by the Google Meet application can improve critical thinking skills and science learning outcomes. The results of this study have implications for finding solutions to improve the quality of science learning output.

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Reflections on Critical Thinking: Lessons from a Quasi-Experimental Study

Cited by 14 publications

References 32 publications

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Intending to Teach Critical Thinking

Application of The Discovery Learning Model Assisted by Google Meet to Improve Students' Critical Thinking Skills and Science Learning Outcomes

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