A DEVELOPMENT OF CONSTRUCTIVISM LEARNING OBJECT TO ENHANCE KNOWLEDGE CONSTRUCTION AND CRITICAL THINKING OF UNDERGRADUATE STUDENTS

2016 ◽  
Author(s):  
Sayamon Insa-ard
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Knowledge Construction ◽  
Learning Object

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals Situational map: A strategy to develop critical thinking in the teaching of scientific research

2020 ◽  
Author(s):  
Cecilia Alejandra Marambio Carrasco ◽  
Carla Lobos Stevens
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Statistical Analysis ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Scientific Research ◽  
Research Problem ◽  
Scientific Problem ◽  
Support Students ◽  
Thesis Work

The objective of the study is to support students in the rational, logical, and analytical process that they perform when faced with a scientific problem. This study uses qualitative methodology as its purpose is to present the strategy as learning stemming from the process of analysis, which is rooted on how to detect scientifically the research problem in the field of social sciences. A statistical analysis is made on the use and application of the diagram in a sample of 27 undergraduate students who have used the situational map in the elaboration of their theses. The trend shows that 92.6% of respondents achieved concluding their research processes of thesis work, at the planned time, and their results were consistent with their hypothesis and/or purposes. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships between concepts and theories in the execution of scientific research.

scholarly journals PENERAPAN METODE DIRECTED READING ACTIVITY (DRA) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA MATAKULIAH KOMUNIKASI PEMERINTAHAN DI PRODI ILMU PEMERINTAHAN UIN STS JAMBI

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Suryawahyuni Latief ◽  
YULFI ALFIKRI NOER
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Major Purpose ◽  
Government Communication ◽  
Text Reading ◽  
The Subject ◽  
Two Stages ◽  
Reading Activity

The major purpose of this study is to improve the critical thinking of undergraduate student in a government communication field, UIN STS Jambi. The subject of this study was undergraduate students in semester VA in academic 2018/2019. The instruments used in this study was the last report of student results, observation paper, and a text reading with a title "hoax, de vide et impera millenial" with three questions: Q1 What does the topic about?, Q2 How do you manage the phenomenon? And Q3 How do you think about the text’s contents?. This study employs action research with two stages from October to December 2018. The result indicates that DRA methods is able to improve the critical thinking of undergraduates students.

scholarly journals CARD GAME TO IMPROVE CRITICAL THINKING

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Julia Gressick ◽  
Joel B. Langston
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Social Contexts ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Social Reasoning ◽  
Classroom Implementation ◽  
Iterative Design

Fostering critical thinking skills is a ubiquitous goal across disciplines and social contexts. Productive solutions to educational, content-based and social problems can emerge through well-reasoned conversation. How best to support the development of these skills has been a topic of debate. In this study, we investigated the design and effectiveness of a card-based game focused on undergraduate student understanding of common fallacies in thinking. 13 Fallacies was designed with the intention of improving students’ reasoning. In our study, we completed an iterative design phase, play testing phase and have collected data on student learning outcomes from two semesters as a result of classroom implementation. Results indicate that 13 Fallacies improved student understanding of common fallacies in thinking and promoted social reasoning for at-risk undergraduate students.

scholarly journals Critical thinking skills: The academic ability, mastering concepts and analytical skill of undergraduate students

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tutut Indria Permana ◽  
Iin Hindun ◽  
Ndzani Latifatur Rofi'ah ◽  
Ardiani Samti Nur Azizah
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Technology Development ◽  
Biology Education ◽  
Thinking Skills ◽  
Academic Ability ◽  
Critical Thinking Skills ◽  
Final Exam ◽  
Correlated Factors ◽  
Analytical Skill

Science and technology development in the 21st-century has been demanding educators to provide learning activities which stimulate students’ critical thinking skills. This study aimed to find out the correlated factors of the students’ critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All of the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students’ critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students’ critical thinking skills.

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