The disposition toward critical thinking of high school and university science students: an interintra Israeli-Italian Study

Zoller, Uri; Ben‐Chaim, David; Ron, Salit; Pentimalli, Raffaele; Scolastica, SovrintendenzA.; Chiara, Mura S.; Borsese, Aldo

doi:10.1080/095006900289679

Cited by 66 publications

(33 citation statements)

References 13 publications

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“…Facione & N. C. Facione, 1994), and in mathematics and science courses (Elliott, Oty, McArthur, & Clark, 2001;Zoller et al 2000). However, only a few studies on CT skills and disposition among high school science students are available Watts et al, 1997).…”

Section: Critical Thinkingmentioning

confidence: 95%

“…The development of higher-order thinking skills, or higher order cognitive skills by others (BenChaim, Ron, & Zoller, 2000;Zoller, 1993Zoller, , 1999 is prominent in order to facilitate the transition of students' knowledge and skills into responsible action, regardless of their particular future role in society (Zoller, 1999(Zoller, , 2001. Meeting this challenge requires, among others, the development of students' capacities of critical thinking (CT), which is necessary for the analysis of unfamiliar situations, so that their question-asking, problemsolving, and decision-making capabilities will be based on a framework of rational thinking (Ennis, 1989;Zoller, Ben-Chaim, Ron, Pentimalli, & Borsese, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

2007

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This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students' critical thinking (CT), within the framework of science education. Within a pre-, post-, and post-post experimental design, high school students, were divided into three research groups. The experimental group (n=57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science (n=41) and non-science majors (n=79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities.

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Section: Critical Thinkingmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

2007

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“…To overcome these challenges, Miri et al (2007); and Zoller et al (2000) suggested that, CTS should be integrated into the students' training in order to serve as a catalyst toward the analysis of unfamiliar objectives); and assessment and evaluation (selecting and implementing the methods that will be used to determine whether and how well the objectives have been achieved and interpreting the results) (Felder & Brent, 2003). These domains are illustrated in figure 1.…”

mentioning

confidence: 99%

Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

Sada¹,

Mohd²,

Adnan³

et al. 2016

MJSS

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Critical-thinking skills (CTS) understanding, and measuring skills rather than rote learning. Educators unanimously agree that, CTS can be taught using different teaching methods including concept mapping, critical questioning workshops, and systematic literature reviews and to problem based learning (PBL). PBL is a student-centered, task-based instructional method in which the teacher serves as a facilitator. The paper adapted a library based work; the data were collected using textbooks, journals articles and internet search. The literatures reveal that; PBL is the best approach to build CTS, integrating it into all areas of learnings and to the

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“…Argumentación en la clase de ciencias y pensamiento crítico Una de las finalidades de la educación de las ciencias es preparar ciudadanos críticos capaces de analizar las informaciones utilizando los conocimientos adquiridos en distintas situaciones y eso implica desarrollar el pensamiento crítico (ENNIS, 1996;ELDER, 2005;NORRIS, 1999;ZOLLER et al, 2000). Esta investigación complementa estudios anteriores sobre las dificultades en leer críticamente textos de periódico con contenido científico ALEXANDER, 2015).…”

Section: Introductionunclassified

“…Estas actividades requieren el trabajo de habilidades de pensamiento de orden superior, NORRIS, 1999;ZOLLER et al, 2000) lo que implica que los profesores deben estar preparados para diseñar y aplicar actividades que favorezcan el desarrollo de destrezas mentales para la comprensión lectora de sus alumnos (OLIVERAS, 2014). Asumimos en este estudio que las habilidades del pensamiento deben ser explícitamente enseñadas en el aula (LINHARES; PASSOS, 2009;ARCHILA, 2012).…”

Section: Introductionunclassified

Análisis de las dificultades de futuros profesores de química al leer críticamente un artículo de prensa

2017

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III ResumenEn esta investigación se presentan las dificultades que muestran futuros profesores de química de secundaria de una universidad brasileña en analizar críticamente un artículo de prensa con contenido científico. Con esta finalidad se diseñó una actividad de lectura crítica, a partir de una noticia de prensa que hablaba del uso de un producto de limpieza doméstica muy común como producto de belleza. El artículo fue seleccionado con el objetivo que los participantes pudieran aplicar sus conocimientos de química en un contexto real y a la vez desarrollar su capacidad argumentativa. Participaron un total de dieciocho alumnos, nueve del primer año del curso de magisterio y nueve del último. La actividad se realizó en grupos cooperativos fomentando la discusión y la argumentación de las ideas y desde la perspectiva de la participación en prácticas científicas. En concreto, se analizan las dificultades que muestran los futuros profesores a la hora de posicionarse y analizar críticamente la información presente en la noticia a través de sus respuestas a un cuestionariotipo (CRITIC IV ) y de las transcripciones del debate tras la lectura. Se observa que la capacidad de lectura crítica varía en función del curso. Los alumnos de último curso muestran mayor capacidad de identificar el punto de vista del autor, detectar pruebas en el texto y mostrar acuerdos y desacuerdos razonables después de confrontar la información del texto con sus conocimientos científicos. Sin embargo, muestran dificultades en argumentar de forma fundamentada. No se detectan dificultades en identificar las ideas principales del texto y el propósito del autor en ninguno de los cursos. Palabras claveArgumentación -Lectura crítica -Prensa -Reacción Química -Educación superior.DOI: http://dx.doi.org/10.1590/S1517-9702201704161715 I-Agradecimientos al proyecto EDU-2015 66643-C2-1-P, a la Coordenação de Aperfeiçoamento Pessoal de Nível Superior (CAPES) y al Programa Ciencias sin Fronteras por el apoyo financiero (Proceso no 4393-13-9), al grupo LIEC por acoger y contribuir de forma amplia en nuestro estudio y a los futuros maestros de química de la Universidad Federal del Rio Grande del Norte por su participación. II-

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The disposition toward critical thinking of high school and university science students: an interintra Israeli-Italian Study

Cited by 66 publications

References 13 publications

Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

Análisis de las dificultades de futuros profesores de química al leer críticamente un artículo de prensa

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