Zombies in the classroom: a horrific attempt to engage students in critically thinking about Turkey's undead application to join the European Union

McCarthy, Linda; Sziarto, Kristin

doi:10.1080/03098265.2014.1002078

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…Students are accustomed to accept an explanation without asking for the truth [6,34]. In geography learning, it is very important to involve students in each activity both preparation and evaluation [35,36]. When students are actively involved in learning, students feel that they are important and easy in the learning process.…”

Section: Discussionmentioning

confidence: 99%

Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

Sari

Sumarmi

Astina

et al. 2019

Int. J. Emerg. Technol. Learn.

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This study aims to describe and test students' perception of scientific learning, students' critical thinking skill level in scientific learning, differences in perception and critical thinking skill level of students based on school differences and gender, and the influence of perception on students' critical thinking skill in scientific approach learning. It involved 206 students from three high schools in Banjarmasin, Indonesia. Quantitative data was obtained from a perception questionnaire and critical thinking skill test. The perception questionnaire refers to Perception of Science Classes Survey (PSCS). The test used refers to indicators of critical thinking skill from Ennis in 2011. Data were analyzed using non parametric statistical tests with the SPSS version 23 application for Windows. The results showed that 1) students' perception of scientific learning were in the medium category, 2) students' critical thinking skill level was in a low category, 3) there were differences in perception and critical thinking skill level based on school, but there are not any differences found based on gender, 4) there was an influence of perception towards students' critical thinking skill in scientific learning approach. Designing innovative learning methods, involving student activity, and providing recommend-ed learning facilities are suggested to do to enhance students' positive perception and critical thinking skill.

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Section: Discussionmentioning

confidence: 99%

Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

Sari

Sumarmi

Astina

et al. 2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…These tasks, in particular, give an idea of whether students can think critically. It is emphasised that such strategies may be effective for encouraging engagement and promoting critical thinking because they can provoke students to confront stark positionalities and even othering in an environment of interaction and negotiation [83][84][85][86][87]. The critical reflection relates to issues involving the broader social context, relationships between various social groups, and value-based attitudes on fundamental social questions [21].…”

Section: Discussionmentioning

confidence: 99%

Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences

Indrašienė,

Jegelevičienė,

Merfeldaitė

et al. 2023

Sustainability

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This manuscript deals with the problematic question of how students’ critical reflection is manifested when reflecting on their experiences of learning critical thinking in higher education. Critical reflection is understood as the fusion of personal experience with new knowledge and study content, leading to a new understanding and a new sense of the meaning of oneself, one’s learning, studies, and phenomena in the wider environment. A qualitative research method was chosen to reveal the extent of critical reflection. Sixteen students participated in the research: aged 19–49 at the time of the research, from six higher education institutions, representing eight fields of study. A semi-structured interview was chosen for the research and the qualitative content analysis method for the research data analysis, allowing for valid conclusions upon an objective and systematic review of the transcribed interview text. The findings show that in reflections on the critical thinking teaching and learning experiences, students emphasize the process of interaction with others and interaction with themselves, focusing not on the external object but rather on the subject—the thinking person—and their relation to their own thinking. In reflection on teaching and learning, students emphasize applying theoretical knowledge in practice, modelled by the teacher.

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“…It should be noted that the importance of methods is also emphasised in publications where critical thinking is expressed as the context of research. It is emphasised that such strategies may be effective for encouraging engagement and promoting critical thinking because it can provoke students to confront stark positionalities and even othering in an environment of interaction and negotiation (Hager, Sleet, Logan and Hooper, 2003;Kim and Bednarz, 2013;Pedrosa-de-Jesus and Watts, 2014;McCarthy and Sziarto, 2015).…”

Section: Tab 3: Articles Analysed Domain-specific and Domain-generalmentioning

confidence: 99%

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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Zombies in the classroom: a horrific attempt to engage students in critically thinking about Turkey's undead application to join the European Union

Cited by 6 publications

References 27 publications

Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences

Critical Thinking in Higher Education and Labour Market

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