The teaching of critical and creative thinking skills in the English Language classroom in Malaysia

2014 ◽  
pp. 137-140
Author(s):  
T Thuraisingam ◽  
Saedah Siraj ◽  
Zahra Naimie ◽  
Rana Abuzaid ◽  
Siti Halili
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Thinking Skills ◽  
Language Classroom ◽  
Critical And Creative Thinking

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

scholarly journals ՍՈՎՈՐՈՂՆԵՐԻ ՍՏԵՂԾԱԳՈՐԾԱԿԱՆ ՄՏԱԾՈՂՈՒԹՅԱՆ ԶԱՐԳԱՑՈՒՄՆ ԱՆԳԼԵՐԵՆԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / DEVELOPMENT OF THE LEARNERS' CREATIVE THINKING SKILLS IN THE PROCESS OF TEACHING ENGLISH

2021 ◽  
pp. 73-82
Author(s):  
SUSANNA ASATRYAN
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Thinking Skills ◽  
Teaching English ◽  
Teaching Process ◽  
Current Article

The current article touches upon the problem of the development of learners’ creative thinking skills at different stages of teaching the English language. Appropriate methods, techniques, as well as carefully elaborated language materials and practical tasks are clearly emphasized as the main prerequisite for the development of the learners’ creative thinking skills, thus making the teaching process more effective and goal-oriented.

scholarly journals Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners

2020 ◽  
Vol 4 (1) ◽  
pp. 14-29
Author(s):  
Dipesh Karki ◽  
Roshee Lamichhane
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Difference In Differences ◽  
Standard Difference ◽  
Teaching Learning ◽  
Critical And Creative Thinking

Abstract With technological innovations happening at workplaces, 21st century organizations demand competencies in thinking creatively and critically. These two skills will potentially help prospective employees become confident individuals, concerned citizens, self-directed learners, and active professionals. In this context, it becomes imperative to overhaul the lecture-based and banking model of the traditional pedagogical approach in order to impart such skills among undergraduate and graduate students. To address this issue, a lab-based teaching-learning method focused on problem-solving and design thinking was introduced at OAMK Labs in Finland. This study assesses the efficacy of lab-based learning in enhancing creativity and critical thinking among students from engineering, management, and science backgrounds of Kathmandu University, Nepal. The study was conducted in a workshop setting using a randomized control trial (RCT) where participants were divided into control and treatment groups. Participants in treatment group took part in a design thinking workshop that applied lab-based learning pedagogy, while those in the control group were given some reading material on improving creativity and critical thinking. Standard tests on both critical and creative thinking in a pre- and post-stages were administered to both groups. Data was analyzed using standard Difference-in-Differences technique. The results showed that while the level of critical thinking improved significantly, among the learners in treatment group alone, the creativity level in the post-stage increased significantly among learners in both groups. Results validated the efficacy of lab-based teaching-learning in addressing the need for critical and creative thinking skills among learners. Keywords: critical thinking, creativity, lab based learning, innovation, higher education, Difference-in-Differences

scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS DAN KREATIF CALON GURU KIMIA PADA PERKULIAHAN BIOKIMIA

2020 ◽  
Vol 4 (2) ◽  
pp. 99-110
Author(s):  
Andi Wahyudi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Test Items ◽  
Critical And Creative Thinking

Critical thinking and creative thinking are important dimension in teaching of 21st century to facing the challenges of the industrial revolution 4.0. The aim of this research was to analyze undergraduate preservice teachers’ critical and creative thinking skills on a biochemistry course. It was conducted using case study to analyse real circumstance that happened in biochemistry course.  The instruments was observation sheet, test items of critical thinking skills, test items of creative thinking skills and questionnaires were used to determine the responses students towards learning activity. Participant was 30 undergraduate preservice chemistry teachers in 2015. The finding of this research showed that biochemistry course only emphasizes on critical thinking skills and not provided briefing creative thinking skills. This means that the biochemistry course has not showed students’ balance skills on critical and creative thinking skills. This study suggest that need further research to develop a biochemistry program who can improve students’ critical thinking and creative thinking.

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