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Peter A Facione - One of the best experts on this subject based on the ideXlab platform.
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the disposition toward Critical Thinking its character measurement and relationship to Critical Thinking skill
Informal Logic, 2000Co-Authors: Peter A FacioneAbstract:Theorists have hypothesized that skill in Critical Thinking is positively correlated with the consistent internal motivation to think and that specific Critical Thinking skills are matched with specific Critical Thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of Critical Thinking, argues that human dispositions are neither hidden nor unknowable, describes a scientific process of developing conventional testing tools to measure cognitive skills and human dispositions, and summarizes recent empirical research findings that explore the possible relationship of Critical Thinking skill and the consistent internal motivation, or disposition, to use that skill. Empirical studies indicate that for all practical purposes the hypothesized correlations are not evident. It would appear that effective teaching must include strategies for building intellectual character rather than relying exclusively on strengthening cognitive skills
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the disposition toward Critical Thinking
The Journal of General Education, 1995Co-Authors: Peter A FacioneAbstract:There is a set of characterological attributes thought to be associated with developing success at Critical Thinking (CT). This paper explores the disposition toward CT theoretically , and then as it appears to be manifest in college students. Factor analytic research grounded in a consensus-base d conceptual analysis of CT described seven aspects of the overall disposition toward CT: truth-seeking, open-mindedness, analyticity, systematicity, CTconfidence, inquisitiveness, and cognitive maturity. The California Critical Thinking Disposition Inventory (CCTDI), developed in 1992, was used to sample college students at two comprehensive universities. Entering college freshman students showed strengths in openmindedness and inquisitiveness, weaknesses in systematicity and opposition to truth-seeking. Additional research indicates the disposition toward CT is highly correlated with the psychological constructs of absorption and openness to experience, and strongly predictive of ego-resiliency. A preliminary study explores the interesting and potentially complex interrelationship between the disposition toward CT and CT abilities. In addition to the significance of this work for psychological studies of human development, empirical research on the disposition toward CT promises important implications for all levels of education.
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Critical Thinking disposition as a measure of competent clinical judgment the development of the california Critical Thinking disposition inventory
Journal of Nursing Education, 1994Co-Authors: Noreen C Facione, Peter A Facione, Carol A SanchezAbstract:Assessing Critical Thinking skills and disposition is crucial in nursing education and research. The California Critical Thinking Disposition Inventory (CCTDI) uses the Delphi Report's consensus definition of Critical Thinking as the theoretical basis to measure Critical Thinking disposition. Item analysis and factor analysis techniques were used to create seven disposition scales, which grouped the Delphi dispositional descriptions into larger, more unified constructs: open-mindedness, analyticity, cognitive maturity, truth-seeking, systematicity, inquisitiveness, and self-confidence. Cronbach's alpha for the overall instrument, the disposition toward Critical Thinking, is .92. The 75-item instrument was administered to an additional sample of college students (N = 1019). The alpha levels in the second sample remained relatively stable, ranging from .60 to .78 on the subscales and .90 overall. The instrument has subsequently been used to assess Critical Thinking disposition in high school through the graduate level but is targeted primarily for the college undergraduates. Administration time is 20 minutes. Correlation with its companion instrument, the California Critical Thinking Skills Test, also based on the Delphi Critical Thinking construct, was measured at .66 and .67 in two pilot sample groups.
Siti Rosnita Sakarji - One of the best experts on this subject based on the ideXlab platform.
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does problem based learning improve Critical Thinking skill
Principles and Practice of Constraint Programming, 2018Co-Authors: Bagus Shandy Narmaditya, Dwi Wulandari, Siti Rosnita SakarjiAbstract:Abstract: The study aims to understand the implementation of Problem-Based Learning and its impact on Critical Thinking skills for senior high school students. The study used the lesson study approach that was conducted in four cycles. Each learning activity consisted of identifying topic, presenting the report, and evaluating the Problem-Based Learning. The subject of the study was in a Senior High School in Malang, Indonesia. The level of Critical Thinking refers to Structure Observed Learning Outcome (SOLO) Taxonomy, consisting of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract Thinking levels. The findings in the learning process show that the students’ Critical Thinking skills has increased. It is revealed by improving the ability to solve problems and making conclusions through Critical Thinking processes. The implementation of Problem-Based Learning also encourages students to think Critically in the form of questioning, discussing problems and making solutions related to the employment issues, national income and economic growth in Indonesia. Keywords: Problem-Based Learning, Critical Thinking Skills, Lesson Study APAKAH PROBLEM-BASED LEARNING DAPAT MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS? Abstrak: Penelitian ini bertujuan untuk mengetahui penerapan Problem-Based Learning dan pengaruhnya terhadap kemampuan berpikir kritis pada siswa sekolah menengah atas. Penelitian ini menggunakan pendekatan lesson study yang dilakukan melalui empat siklus. Setiap aktivitas pembelajaran terdiri dari mengindentifikasi permasalahan, mempresentasikan laporan kegiatan, dan mengevaluasi pelaksanaan Problem-Based Learning. Subject penelitian ini dilakukan pada sebuah Sekolah Menengah Atas di Malang, Indonesia. Tingkat kemampuan berpikir kritis siswa dalam penelitian ini mengacu pada taksonomi SOLO ( Structure Observed Learning Outcome ) yang meliputi prastruktural, Unistruktural, Multistruktural, Relasional, and Extended Abstract. Hasil penelitian ini menunjukkan bahwa selama proses pembelajaran, kemampuan siswa dalam berpikir kritis telah meningkat. Hal ini ditunjukkan dari peningkatan kemampuan menyelesaikan masalah dan membuat kesimpulan melalui proses berpikir kritis. Penerapan Problem-Based Learning juga mendorong siswa memiliki kemampuan berpikir kritis dalam berbagai aktivitas seperti mengajukan pertanyaan, mendiskusikan permasalahan, dan membuat solusi terkait permasalahan pengangguran, pendapatan nasional, pertumbuhan ekonomi di Indonesia. Kata Kunci: Problem-Based Learning, Kemampuan Berpikir Kritis, Lesson Study
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does problem based learning improve Critical Thinking skill
Principles and Practice of Constraint Programming, 2018Co-Authors: Bagus Shandy Narmaditya, Dwi Wulandari, Siti Rosnita SakarjiAbstract:Abstract: The study aims to understand the implementation of Problem-Based Learning and its impact on Critical Thinking skills for senior high school students. The study used the lesson study approach that was conducted in four cycles. Each learning activity consisted of identifying topic, presenting the report, and evaluating the Problem-Based Learning. The subject of the study was in a Senior High School in Malang, Indonesia. The level of Critical Thinking refers to Structure Observed Learning Outcome (SOLO) Taxonomy, consisting of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract Thinking levels. The findings in the learning process show that the students’ Critical Thinking skills has increased. It is revealed by improving the ability to solve problems and making conclusions through Critical Thinking processes. The implementation of Problem-Based Learning also encourages students to think Critically in the form of questioning, discussing problems and making solutions related to the employment issues, national income and economic growth in Indonesia. Keywords: Problem-Based Learning, Critical Thinking Skills, Lesson Study APAKAH PROBLEM-BASED LEARNING DAPAT MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS? Abstrak: Penelitian ini bertujuan untuk mengetahui penerapan Problem-Based Learning dan pengaruhnya terhadap kemampuan berpikir kritis pada siswa sekolah menengah atas. Penelitian ini menggunakan pendekatan lesson study yang dilakukan melalui empat siklus. Setiap aktivitas pembelajaran terdiri dari mengindentifikasi permasalahan, mempresentasikan laporan kegiatan, dan mengevaluasi pelaksanaan Problem-Based Learning. Subject penelitian ini dilakukan pada sebuah Sekolah Menengah Atas di Malang, Indonesia. Tingkat kemampuan berpikir kritis siswa dalam penelitian ini mengacu pada taksonomi SOLO ( Structure Observed Learning Outcome ) yang meliputi prastruktural, Unistruktural, Multistruktural, Relasional, and Extended Abstract. Hasil penelitian ini menunjukkan bahwa selama proses pembelajaran, kemampuan siswa dalam berpikir kritis telah meningkat. Hal ini ditunjukkan dari peningkatan kemampuan menyelesaikan masalah dan membuat kesimpulan melalui proses berpikir kritis. Penerapan Problem-Based Learning juga mendorong siswa memiliki kemampuan berpikir kritis dalam berbagai aktivitas seperti mengajukan pertanyaan, mendiskusikan permasalahan, dan membuat solusi terkait permasalahan pengangguran, pendapatan nasional, pertumbuhan ekonomi di Indonesia. Kata Kunci: Problem-Based Learning, Kemampuan Berpikir Kritis, Lesson Study
Mary Courtney - One of the best experts on this subject based on the ideXlab platform.
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Critical Thinking in nursing education literature review
International Journal of Nursing Practice, 2002Co-Authors: Elaine Simpson, Mary CourtneyAbstract:The need for Critical Thinking in nursing has been accentuated in response to the rapidly changing health-care environment. Nurses must think Critically to provide effective care while coping with the expansion in role associated with the complexities of current health-care systems. This literature review will present a history of inquiry into Critical Thinking and research to support the conclusion that Critical Thinking is necessary not only in the clinical practice setting, but also as an integral component of nursing-education programmes to promote the development of nurses' Critical-Thinking abilities. The aims of this paper are to: (i) review the literature on Critical Thinking; (ii) examine the dimensions of Critical Thinking; (iii) investigate the various Critical Thinking strategies for their appropriateness to enhance Critical Thinking in nurses; and (iv) examine issues relating to the evaluation of Critical-Thinking skills in nursing.
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Critical Thinking in nursing education literature review
Faculty of Health; Institute of Health and Biomedical Innovation, 2002Co-Authors: Elaine Simpson, Mary CourtneyAbstract:The need for Critical Thinking in nursing has been accentuated in response to the rapidly changing health care environment. Nurses must think Critically to provide effective care whilst coping with the expansion in role associated with the complexities of current health care systems. This literature review will present a history of inquiry into Critical Thinking and research to support the conclusion that Critical Thinking is necessary not only in the clinical practice setting, but also as an integral component of nursing education programs to promote the development of nurses’ Critical Thinking abilities. The aims of this paper are: (a) to review the literature on Critical Thinking; (b) to examine the dimensions of Critical Thinking; (c) to investigate the various Critical Thinking strategies for their appropriateness to enhance Critical Thinking in nurses, and; (d) to examine issues relating to evaluation of Critical Thinking skills in nursing.
James E Dyer - One of the best experts on this subject based on the ideXlab platform.
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the influence of student learning style on Critical Thinking skill
Journal of Agricultural Education, 2006Co-Authors: Brian E Myers, James E DyerAbstract:The purpose of this study was to determine the influence of student learning style on Critical Thinking skill. The target population for this ex post facto study was 135 students enrolled in a college of agriculture and life sciences leadership development course at the University of Florida. Results showed that no Critical Thinking skill differences existed between male and female students in this study. Students with deeply embedded Abstract Sequential learning style preferences exhibited significantly higher Critical Thinking skill scores. No differences in Critical Thinking ability existed between students of other learning styles. These findings have implications for faculty with teaching appointments in colleges of agriculture. If Abstract Sequential learners are inherently adept at Thinking Critically, teachers may not need to focus as intently on teaching strategies that address this learning style. By contrast, however, Concrete Sequential, Abstract Random, and Concrete Random learners may need additional attention through instructional methods and techniques that enhance the Critical Thinking skills of these learners.
Michael Hogan - One of the best experts on this subject based on the ideXlab platform.
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does mindfulness enhance Critical Thinking evidence for the mediating effects of executive functioning in the relationship between mindfulness and Critical Thinking
Frontiers in Psychology, 2016Co-Authors: Chris Noone, Brendan Bunting, Michael HoganAbstract:Mindfulness originated in the Buddhist tradition as a way of cultivating clarity of thought. Despite the fact that this behaviour is best captured using Critical Thinking assessments, no studies have examined the effects of mindfulness on Critical Thinking or the mechanisms underlying any such possible relationship. Even so, mindfulness has been suggested as being beneficial for Critical Thinking in higher education. Critical Thinking is recognised as an important higher-order cognitive process which involves the ability to analyse and evaluate evidence and arguments. Such non-automatic, reflective responses generally require the engagement of executive functioning which includes updating, inhibition and shifting of representations in working memory. Based on research showing that mindfulness enhances aspects of executive functioning and certain higher-order cognitive processes, we hypothesised that individuals higher in facets of dispositional mindfulness would demonstrate greater Critical Thinking performance, and that this relationship would be mediated by executive functioning. Cross-sectional assessment of these constructs in a sample of 178 university students was achieved using the observing and non-reactivity sub-scales of the Five Factor Mindfulness Questionnaire, a battery of executive functioning tasks and the Halpern Critical Thinking Assessment. Our hypotheses were tested by constructing a multiple meditation model which was analysed using Structural Equation Modelling. Evidence was found for inhibition mediating the relationships between both observing and non-reactivity and Critical Thinking in different ways. Indirect-only (or full) mediation was demonstrated for the relationship between observing, inhibition and Critical Thinking. Competitive mediation was demonstrated for the relationship between non-reactivity, inhibition and Critical Thinking. This suggests additional mediators of the relationship between non-reactivity and Critical Thinking which are not accounted for in this model and have a negative effect on Critical Thinking in addition to the positive effect mediated by inhibition. These findings are discussed in the context of the Default Interventionist Dual Process Theory of Higher-order Cognition and previous studies on mindfulness, self-regulation, executive function and higher-order cognition. In summary, dispositional mindfulness appears to facilitate Critical Thinking performance and this effect is mediated by the inhibition component of executive functioning. However, this relationship is not straightforward which suggests many possibilities for future research.
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an integrated Critical Thinking framework for the 21st century
Thinking Skills and Creativity, 2014Co-Authors: Christopher P Dwyer, Michael Hogan, Ian StewartAbstract:Abstract Critical Thinking is a metacognitive process that, through purposeful, reflective judgement, increases the chances of producing a logical conclusion to an argument or solution to a problem. Instruction in Critical Thinking is becoming exceedingly important because it allows individuals to gain a more complex understanding of information they encounter and promotes good decision-making and problem-solving in real-world applications ( Butler et al., 2012 , Halpern, 2003 , Ku, 2009 ). Due to what can be considered an exponential increase in the creation of new information every year ( Darling-Hammond, 2008 , Jukes and McCain, 2002 ), Critical Thinking skills are needed more than ever in order to aid individuals in becoming more adaptable, flexible and better able to cope with this rapidly evolving information. This review investigates existing theoretical frameworks of Thinking skills and educational objectives, as well as cognitive models situated in empirical research; and aims to develop an integrated framework of learning outcomes based on the integration of these extant frameworks with recent conceptualisations of Critical Thinking.
