scholarly journals IMPLEMENTATION OF PRACTICAL WORK IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION - QUALITY FACTOR

2019 ◽  
Vol 31 (2) ◽  
pp. 487-491
Author(s):  
Tosho Chochoroski ◽  
Mirjana Sekulovska ◽  
Gabriela Rakichevik
Keyword(s):  
Practical Experience ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Practical Work ◽  
Analytical Thinking ◽  
Training And Supervision ◽  
Study Programs ◽  
Higher Education Quality ◽  
Professional Field

Practical work is a system for training and training students for a certain job by short-term work in which the student has set goals for learning and actively considering what he learns during this practical experience. This working process enables students to gain professional experience and practice in practice their interests in the professional field in which they want to engage. In addition to this definition, practical work can be defined as a process of exchange of service for the experience between the student and the employer, that is, the object accepted by the intern. The practical work contains a set agenda for learning that is structured in experience which at the same time represents a certain responsibility that enables the student to develop new skills in this field by offering training and supervision that facilitates learning. Through practical work interns get the opportunity to develop critical thinking skills, analytical thinking, and technical skills that are important for a particular job or for a particular profession. In the course of studying, besides the theoretical mastering of materials for subjects studied in accordance with the study programs, the students will have the opportunity to apply such theoretical overlaps in the real world. The reasons for introducing practical work during the educational process mainly arise from the needs and requirements of the economy.

scholarly journals Development of Critical Thinking Skills for Macedonian Language for Professional Purposes 2 During the Online Teaching Period

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 60-70
Author(s):  
Blagojka Zdravkovska-Adamova ◽  
Aleksandra P. Taneska
Keyword(s):  
Critical Thinking ◽  
Online Teaching ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Modern World ◽  
Social Rules ◽  
Final Grade ◽  
Main Challenge ◽  
Key Skills

Abstract The aim of this paper is to present the results of our analysis regarding the development of critical thinking skills for the subject Macedonian language for specific purposes 2, research conducted in the online teaching period in the academic 2019-2020. The appearance of COVID-19 virus in March 2020 and the pandemic that it caused seriously affected the educational process. But the well-established Google Meet and Google Classroom platforms have proven to be a solid foundation for teaching in extraordinary circumstances at SEEU. Our goal in the past period was mainly aimed at developing and improving the critical thinking skills which are clearly defined in the syllabus. Definitions of the term critical thinking are given, as well as the results of our research regarding the development of critical thinking skills during online teaching. In terms of methodology, for each skill an exercise was given, which was assessed by the professor and the students received feedback. Our research covers 7 critical thinking skills. An analysis is emphasized as one of the key skills for developing critical thinking. The ability to apply established personal, professional and social rules and criteria reflects students’ ability to present information in their own way. In the modern world, access to information is readily available. The development of critical thinking by mastering the skill of logical reasoning was aimed at establishing correlations and conclusions that are supported or determined by the above data in the form of a debate on the criteria for successful professional communication. The ability to distinguish is emphasized as one of the skills for developing critical thinking. The novelties in the future should be mainly focused on the main challenge, which is the motivation of the students for active participation because according to our expected results there was more pressure for their activity on Google Meet, but they showed significant interest in the exercises that affected the final grade (according to our previous experience, that was characteristic for the period of teaching with physical presence). The active involvement of the students, but also the additional engagement of the professors in these extraordinary circumstances will contribute to a quality and smooth mastering of the skills for critical analysis.

scholarly journals CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT

2021 ◽  
pp. 124-134
Author(s):  
Инна Вячеславовна Шукурова ◽  
Наталья Евгеньевна Чеснокова
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Relevant Information ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Language Resources ◽  
Extraneous Material ◽  
Language Text

Рассматривается вопрос развития критического мышления студентов средствами иностранного языка. Оценивается место и роль дисциплины «Иностранный язык» в развитии универсальных компетенций студентов и в их адаптации к современным требованиям, предъявляемым будущим специалистам. Представлены составляющие умения критического мышления, которые позволяют осмысливать полученную информацию, обобщать и отделять ее от второстепенных фактов, формулировать выводы, оценивать. Средством развития критического мышления студентов выбран учебный иноязычный текст, который рассматривается не только как источник информации, но и как средство активизации мыслительной деятельности. Отмечается недостаток методик, способствующих развитию критического мышления. Описывается возможность использования таксономии педагогических целей Б. Блума в работе с учебным текстом. Таксономия позволяет правильно ставить образовательные цели, формулировать мотивирующие задания и отслеживать прогресс в развитии умений. Приведен пример работы с учебным текстом по принципу таксономии, который дает возможность корректировать учебную деятельность студентов, направленную на развитие их критического мышления. The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.

scholarly journals Printed-Book Reading Habits of Pre-Service Science-Teacher Students

2021 ◽  
Vol 7 (2) ◽  
pp. 158-166
Author(s):  
Imam Bachtiar
Keyword(s):  
Physics Education ◽  
Chemistry Education ◽  
Biology Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Book Reading ◽  
Reading Habits ◽  
Education Data ◽  
Study Programs ◽  
Teacher Students

AbstractMany studies reported that reading can improve academic achievements, critical thinking skills, confidence, social behavior, and all characters required by students to get a better job and better life. In the Disruption Era, however, many students are potentially disrupted by social media interactions that affected their reading habits. The present study was aimed to explore the reading habits of students in the printed textbook. The study was carried out in 2019, involving 469 students from three study programs of the Department of Mathematics and Science Education, i.e. Biology Education, Chemistry Education, and Physics Education. Data were collected using questionnaires in a convenience sampling method with a sample of about 70% of the population. Results show that 81% of students read printed textbooks two hours or less per day, and 53% spend less than one hour. There are a few students, however, who read textbooks more than four hours per day. Students' visit to the library is mostly (35%) 3-4 times per year and >5 times per year (33%). Reading for leisure is not very popular among the students. Multiple regression models showed that students' science textbooks, students' interest in information technology books, the number of literature read, and the number of bought-books significantly determine the duration of students' reading time. Potential methods to improve students' reading habits are discussed.AbstrakBanyak penelitian sudah melaporkan bahwa membaca dapat meningkatkan kemampuan akademis, ketrampilan berfikir kritis, perilaku sosial, dan semua karakter yang diperlukan mehasiswa untuk memperoleh pekerjaan yang bagus dan kehidupan yang lebih baik. Pada Era Disrupsi sekarang ini, banyak mahasiswa yang berpotensi terganggu oleh media interaksi sosial yang dapat mengganggu kebiasaan membaca mereka. Penelitian ini bertujuan untuk mengeksplorasi kebiasaan membaca buku teks cetakan pada mahasiswa. Penelitian dilakukan pada tahun 2019, yang melibatkan 469 mahasiswa sebagai sampel dari tiga program studi di Jurusan Pendidikan Matematika dan IPA, yaitu Pendidikan Biologi, Pendidikan Kimia, dan Pendidikan Fisika. Pengumpulan data dilakukan melalui kuesioner dengan metode convinience sampling, dengan jumlah sampel sekitar 70% dari populasi. Hasil penelitian mengungkapkan bahwa 81% mahasiswa membaca buku cetakan dua jam atau kurang per hari, dan 53% membaca kurang dari satu jam per hari. Sebagian kecil mahasiswa mengaku membaca buku cetakan lebih dari empat jam per hari. Kunjungan mahasiswa ke perpustakaan umumnya 3-4 kali per semester (35%) dan >5 kali per semester (33%). Kegiatan membaca untuk hiburan tidak populer pada mahasiswa. Model regresi berganda menunjukkan bahwa minat mahasiswa terhadap buku sains, minat mahasiswa terhadap buku teknologi informasi, jumlah buku sastra yang dibaca, dan jumlah buku yang dibeli mahasiswa, merupakan empat variabel yang dapat memprediksi lama waktu membaca mahasiswa. Cara-cara yang potensial untuk meningkatkan kebiasaan membaca mahasiswa didiskusikan.

scholarly journals Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model

2021 ◽  
Author(s):  
Suyatman Suyatman ◽  
Sulistyo Saputro ◽  
Widha Sunarno ◽  
Sukarmin Sukarmin
Keyword(s):  
Renewable Energy ◽  
Teacher Education Program ◽  
Problem Based Learning ◽  
General Characteristic ◽  
Thinking Skills ◽  
Natural Sciences ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Analytical Thinking ◽  
Innovative Learning

Analytical thinking skills are critical thinking skills and higher-order thinking skills that meet students’ demands in the 21st century. This study aims to analyze the student’s analytical thinking skills in the natural sciences, particularly in new and renewable energy. This study was a sequential explanatory design with quantitative and qualitative methods. Data was obtained from the interview, observation, and essay test to students of the Madrasah Ibtidaiyah Teacher Education Program Study at IAIN Surakarta (Indonesia) to determine a characteristic of the students’ analytical thinking skills. The results showed that the mean scores of the pre-test, post-test, and effect size were 54.34, 74.91, and 2.91, respectively. These results revealed that analytical thinking skills in the concept of new and renewable energy in the experimental group were higher than the control group. Innovative learning like PBL had a potential as the alternative method to increase the analytical thinking skills of student. These findings were expected to provide a general characteristic to lecturers and researchers on the students’ analytical thinking skills in higher education in the natural sciences, particularly in the concept of new and renewable energy by implementing the Problem Based Learning (PBL) model.

scholarly journals Implementation of interactive methodology in medical education

2021 ◽  
Vol 5 (S4) ◽  
pp. 1154-1160
Author(s):  
Kamilla Mahrlamova ◽  
Nadiia Chabanovych
Keyword(s):  
Medical Education ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Real Problem ◽  
Modern Education ◽  
Medical English ◽  
The University ◽  
Higher Medical Education

Nowadays, the acquisition of innovative approaches and techniques that use the Internet is one of the main goals for the development of higher medical education in Ukraine. Blending learning is an effective way to gain knowledge in medicine and such kind of education is carried out through educational programs and curriculum and was approved for each department by the scientific council of the university. This paper describes the effectiveness of blending learning in the preparation of medical students in Ukraine. The authors designed a course “Medical English for Specific Purpose” and implemented it into the educational process. From this research, it can be concluded that blending learning is an integral part of modern education with the ability to use collaborative and critical thinking skills. In such kind of education, the role of a teacher changes to the facilitator who involves and stimulates students to go through real problem solving and meaningful lifelong learning experiences.

scholarly journals Students’ technological awareness at the College of Education, Qatar University

2020 ◽  
Vol 15 (4) ◽  
pp. 749-765
Author(s):  
Manal Hendawi ◽  
Mohammad Rajab Nosair
Keyword(s):  
Thinking Skills ◽  
College Of Education ◽  
Essential Elements ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
University Education ◽  
General Level ◽  
First Year Students ◽  
Study Results ◽  
Teaching Learning

"Technology at the level of university education has become an important basis for designing educational curricula, and it is considered one of the most essential elements of teaching in our time, especially creative teaching based on employing critical thinking skills and problem-solving method. The use of technological applications and their use in managing the educational process and organizing it within institutions Is considered one of the most critical foundations of quality standards. Still, instead, it is a component of the quality of the educational process. This study seeks to confirm the extent of the technological awareness of students at the College of Education at Qatar University before going on to training in the field by adopting a descriptive method to measure the students' technological awareness levels. The study was applied to all students of the College of Education at Qatar University distributed on eight specializations. The number of students in the college for the academic year 2020/2020, in which the questionnaire was, applied 2063, 17.9  %responded to the study instrument, equivalent to 371 students. The results of the study showed that the general level of both the emotional and cognitive fields of technological awareness is high, and the level of awareness of the skill field was average. The results revealed that there are no differences in all dimensions of Technology about sex, specialization, or nationality. While the study found technological awareness increases with the number of years of study and the level of academic performance. A set of recommendations was proposed in light of the study results, Such as the College of Education holding workshops and seminars specializing in Technology, adding a course in educational technology for students in the secondary education program in particular, and providing courses in Technology first-year students. Keywords: Technology; teaching; learning; awareness; Qatari students

scholarly journals Critical and analytical thinking skill in ecology learning: A correlational study

2021 ◽  
Vol 7 (1) ◽  
pp. 63-70
Author(s):  
M. Mayarni ◽  
Eva Nopiyanti
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Goals ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Analytical Thinking ◽  
Analysis Technique ◽  
The Relationship ◽  
Positive Effect

Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.

scholarly journals Exploring the Skills Set Development and its Job Market Relevance of the HND Purchasing and Supply Programme

2020 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Lomatey Isaac Toku ◽  
Smile Dzisi ◽  
Joshua Ofori-Amanfo
Keyword(s):  
Word Processing ◽  
Public Perception ◽  
Public Procurement ◽  
Data Entry ◽  
Practical Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Structured Interviews ◽  
Job Market ◽  
Skills Mismatch

The study explores the skills set development and its job market relevance of the HND (Higher National Diploma) purchasing and supply programme in Ghana, using a grounded theory methodology. Semi-structured interviews, focus group discussions, observation and documentary analysis were used in the data collection, whereas thematic analysis was applied in the data analyses process. The research findings supported the widely held public perception that skills mismatch exist on the Ghanaian labour market. Besides, the HND Purchasing and Supply practitioners were found to lack managerial skills, confidence (psyche), analytical skills, critical thinking skills, specification development skills, computer skills in terms of data entry, word processing, excel and power point capabilities. Unfortunately, the study did not establish the existence of any practical on the job training in industry to resolve the identified skills deficiency. Although the research revealed that the Public Procurement Authority ( PPA) has been organizing some internships for HND Purchasing and Supply graduates, they still lack hands-on/ practical experience. Nonetheless, the study has confirmed the relevance to practice of the skills set imparted through HND Purchasing and Supply programme. Keywords: skills set, skills mismatch, purchasing and supply, job market, unemployment.

scholarly journals Integration of teamwork and critical thinking skills in the process of teaching students

2019 ◽  
Vol 14 (1) ◽  
pp. 1-10 ◽  
Author(s):  
N.F. Plotnikova ◽  
E. N. Strukov
Keyword(s):  
Critical Thinking ◽  
High Mobility ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Professional School ◽  
Educational Institutions ◽  
Education Students ◽  
New Information

Reforms taking place in the educational process of higher professional school impose new requirements on the quality of training students. Today, graduates of higher educational institutions are required to have new professional thinking, high mobility, competence, tolerance and focus on intra-group activities carried out in teams. With the team form of the organisation of training, an environment is created that allows students to master not only the skills and abilities of business interaction and cooperation, but also to form their ability to think critically, which includes the ability to think creatively, use new information and apply the knowledge in practice. Theoretical justification jointly with quantitative and qualitative data obtained as a result of the experimental work carried out by the authors confirms the efficiency of team learning, which contributes to developing critical thinking skills in higher education students. Keywords: Students, education, formation, interaction, critical thinking, team, skills, competences

scholarly journals Validity of critical thinking skills instrument on prospective Mathematics teachers

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Ayu Faradillah ◽  
Sabila Adlina
Keyword(s):  
Critical Thinking ◽  
Mathematics Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Survey Method ◽  
Self Confidence ◽  
Confirmatory Factor ◽  
Study Programs ◽  
Prospective Mathematics Teachers ◽  
The Rasch Model

This study aims to describe the process of validity of critical thinking skills on prospective mathematics teachers. This research used a quantitative approach with a survey method. Data were collected from 245 prospective mathematics teachers from 19 Mathematics education study programs at 19 higher education institutions in Indonesia. The data were collected using a questionnaire given via Google Form and analyzed by the Rasch Model analysis using Winstep software and Confirmatory Factor Analysis (CFA) using JASP. The results show that the instrument of critical thinking skills with indicators such as open-mindedness, inquisitiveness, systematicity, truth-seeking, analyticity, and self-confidence is valid and reliable, although it has to consider eliminating items and person misfit.

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