The Role of Representation in Teaching and Learning Critical Thinking

McKendree, Jean; Small, Carol; Stenning, Keith; Conlon, Tom

doi:10.1080/00131910120110884

Cited by 58 publications

(45 citation statements)

References 10 publications

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“…According to Paul (1992) critically and creativity have a close relationship with the ability to figure out the problems. Unless having critical thinking, very few students can achieve appropriate reasoning in order to reach solutions for new problems (Mckendree, Small and Steinning, 2002). These new problems as non-routine problems are vital for the creative thinking.…”

Section: The Relationship Between Analiticy and Creative Strengthsmentioning

confidence: 99%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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This study aimed to determine the relationship between creative thinking and critical thinking skills of students. Participating university students (N= 174) during the 2012 fall semester had a mean age of 21.74 years. The data were obtained using the California Critical Thinking Disposition Inventory and the Torrance Test of Creative Thinking. A quantitative research method was used for collection, analysis and interpretation of data. According to the results, there was a significant positive correlation between creative thinking and critical thinking skills of students in the low level. The strength of this correlation varied from medium to significant in the Visual Arts Education and Religion & Ethics Education departments; however, it was not significant in Mathematics Education or Preschool Education departments. Accordingly, it can be concluded that the significant relationship between creative and critical thinking of students pursuing degrees within the departments of Visual Arts or Religion & Ethics Education originates from the tendency of these students to use non-routine problem solving processes resulting from the nature of their learning climate and educational outcomes. Thus, it can be put forward that the use of non-routine problem solving processes plays a vital role in the significant correlation between creative thinking and critical thinking skills of students. Keywords: Creativity, creative thinking, critical thinking, non-routine problem solving ÖZ: Bu araştırmanın amacı öğrencilerin yaratıcı düşünme ve eleştirel düşünme becerileri arasındaki ilişkiyi belirlemektir. Bu amaçla, 2012-2013 öğretim yılının güz döneminde 174 üniversite öğrencisine (yaş ort: 21.74) Torrance Yaratıcı Düşünme Testi ve California Eleştirel Düşünme Eğilimi Ölçeği uygulanmıştır. Araştırma, nicel yöntemlerden ilişkisel tarama modelindedir. Araştırmadan elde edilen bulgulara göre, öğrencilerin yaratıcı düşünme ve eleştirel düşünme becerileri arasında olumlu yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Mevcut bulunan ilişki düzeyi öğrencilerin öğrenim gördükleri bölüme göre ise değişmektedir. Resim İş Eğitimi ve Din Kültürü ve Ahlak Bilgisi Eğitimi bölüm öğrencilerinin yaratıcı düşünme ve eleştirel düşünme becerileri arasındaki ilişki orta düzeyde anlamlı iken, Okul Öncesi Eğitimi ve Matematik eğitimi bölüm öğrencilerinin aynı türden ilişki düzeyi düşük ve anlamlı değildir. Bu sonucun nedeni olarak, Resim İş Eğitimi ve Din Kültürü ve Ahlak Bilgisi Eğitimi bölüm öğrencilerinin öğrenme -öğretme ikliminin doğal çevresinden kaynaklanan rutin dışı problemlerle karşılaşma sıklığı görülmüştür. Buna göre, rutin dışı problem çözmeye duyarlılık yaratıcı düşünme ve eleştirel düşünme becerisinin ortak özelliği olmasından başka iki düşünme biçimi arasındaki anlamlı ilişkide de önemli bir rol oynadığı sonucuna varılmıştır. Anahtar sözcükler: Yaratıcılık, yaratıcı düşünme, eleştirel düşünme, rutin dışı problem çözme

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Section: The Relationship Between Analiticy and Creative Strengthsmentioning

confidence: 99%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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“…Although one study indicated that mathematical representation actually delays mathematical problem-solving and communication among students (Mckendree at al., 2002), the general opinion confirmed that the use of representation in mathematics learning was very important (Gulkilik & Arikan, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation

Supandi¹,

Waluya²,

Rochmad³

et al. 2018

INT J INSTRUCTION

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Mathematical representation is an important skill in mathematics learning that enables students to interpret and solve problems with ease. However, building confidence in such a skill can be difficult for some students, especially for those who lack self-motivation skills. Therefore, this study examines the effects of the think-talk-write strategy and the expository strategy on students' abilities in mathematical representation in order to understand the relationship between mathematical representation and self-efficacy. In this study, a Quasi-Experiment design comprising the experiment group and the control group was applied. Learning process by Think-talk-write (TTW) strategy was implemented in the experiment group only. On the other hand, the learning process in the control group was accomplished without the TTW strategy. The sample in this study comprised students of the eighth grade studying geometry and spatial relations at a public junior high school. For the purpose of this study, two groups were created: 1) an experimental group, in which the think-talk-write strategy was employed, and 2) a control group, in which the expository approach was applied. In addition, mathematical representation ability and self-efficacy scale tests were used as the instruments of this quasi-experimental study.

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“…(Gott et Duggan, 2003 ;McKendree, Small, Stenning et Conlon, 2002). Dans le premier cas, l'évaluation permet de reconsidérer les caractéristiques de la démarche de résolution du problème scientifique pour en faire apparaître les variations possibles et ainsi entrevoir des directions d'investigation permettant de généraliser le schéma ou le modèle obtenu.…”

Section: Favoriser Le Processus De La Compréhensionunclassified

Démarche, cheminement et stratégies : une approche en trois phases pour favoriser la compréhension des concepts scientifiques

Trudel

Parent

Métioui

2010

rse

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Abdeljalil Métioui, professeur Université du Québec à Montréal résumé • Même si les difficultés des élèves en sciences sont diversifiées, la plupart semblent associées à des carences dans leur compréhension des concepts de base. Depuis une vingtaine d'années, différentes recherches ont tenté d'apporter des solutions à ce problème, favorisant la multiplication des directives à appliquer à l'enseignement des sciences. Pour intégrer leurs résultats, nous proposons, à la suite d'une recension des écrits de recherche, un schéma de la démarche de compréhension qui permet, non seulement de décrire l'ensemble des cheminements de l'apprenant, mais aussi de choisir les stratégies d'enseignement appropriées à favoriser cette dernière. mots clés • compréhension, modèle, schéma, réseau, stratégie d'enseignement. IntroductionÀ l'aube du XXI e siècle, il est devenu essentiel que les jeunes acquièrent une formation scientifique de base, que ce soit en vue de s'intégrer à une société de plus en plus dominée par les sciences et les technologies ou de poursuivre des études dans un domaine scientifique, technique ou autre.150 Revue des sciences de l'éducation, volume 35, n o 3, 2009 En premier lieu, une formation scientifique de base est indispensable à la compréhension de multiples phénomènes naturels et construits avec lesquels les jeunes sont quotidiennement en interaction. En effet, il est important que ces jeunes, confrontés à certaines situations de la vie quotidienne, puissent poser des gestes destinés à assurer leur sécurité et à protéger leur santé, et, dans certains cas, leur vie. C'est grâce à une formation scientifique que nos futurs citoyens pourront effectuer des choix éclairés de consommation, utiliser en toute sécurité les nombreux appareils de la vie courante basés sur des principes scientifiques ou techniques, comprendre l'information à caractère scientifique ou technique véhiculée dans les médias, et participer aux débats de société (Fourez, 1988 ;Milner, 2004).En second lieu, une formation scientifique de base incitera sans doute un plus grand nombre de jeunes à choisir des études spécialisées dans les domaines scientifiques ou techniques qui exercent de moins en moins d'attraits sur eux (Bell, 2003). En outre, une bonne formation scientifique faciliterait la poursuite des études dans les programmes scientifiques ou techniques aux cycles supérieurs, en assurant une base conceptuelle susceptibles de permettre aux étudiants de comprendre les concepts scientifiques complexes abordés dans ces cycles (Feltovitch, Spiro et Coulson, 1993 ;Trudel, Parent et Auger, 2008).Or, en tant que principale responsable de l'acquisition d'une formation scientifique de base, l'école secondaire n'atteint que partiellement ces buts, puisque plusieurs jeunes quittent l'école sans obtenir leur diplôme d'études secondaires, et que d'autres choisissent de ne pas poursuivre d'étude dans des domaines scientifiques ou techniques (Godin, 1994 ;Kovacs, 1998). À ce propos, les difficultés qu'éprouvent les élèves dans l'apprentissage des sci...

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The Role of Representation in Teaching and Learning Critical Thinking

Cited by 58 publications

References 10 publications

The Relationship between Creative Thinking and Critical Thinking Skills of Students

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation

Démarche, cheminement et stratégies : une approche en trois phases pour favoriser la compréhension des concepts scientifiques

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