scholarly journals EXPLORING STUDENTS’ PERCEPTIONS OF COLLABORATION AND CRITICTHINKING SKILLS FOLLOWING AN ESCAPE ROOM EXPERIENCE

2021 ◽  
Vol 3 (1) ◽  
pp. 5-16
Author(s):  
Frances Hamilton ◽  
Kimberly Hile ◽  
Dana Skelley ◽  
Sarah Roller ◽  
Sandra Lampley ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Statistics ◽  
Future Research ◽  
Comparison Analysis ◽  
Post Secondary ◽  
Collaboration Skills ◽  
Skills Use

Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students’ perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants’ perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.

Developing an Assessment Program to Measure Critical Thinking

2015 ◽  
pp. 121-141
Author(s):  
Caulyne N. Barron
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Post Secondary ◽  
Assessment Program ◽  
Culture Shift ◽  
Culture Of Assessment ◽  
College Programs

This chapter posits that the assessment cycle is a valuable part of the discussion of teaching critical thinking skills in post-secondary settings. Acknowledging that critical thinking is a crucial skill for post-secondary students, the chapter ties accreditation mandates to the need to include robust outcomes assessment measures in college programs that teach critical thinking. The chapter traces one small, nationally-accredited online college's efforts to develop a robust assessment plan to measure how well students met general education and program objectives, particularly those related to critical thinking skills in a business program. The efforts to comply with accreditation standards and to demonstrate a culture of assessment resulted in a culture shift that sought meaningful data about how well the college was educating its students and meeting its mission.

Developing an Assessment Program to Measure Critical Thinking

2020 ◽  
pp. 268-290
Author(s):  
Caulyne N. Barron
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Post Secondary ◽  
Assessment Program ◽  
Culture Shift ◽  
Culture Of Assessment ◽  
College Programs

This chapter posits that the assessment cycle is a valuable part of the discussion of teaching critical thinking skills in post-secondary settings. Acknowledging that critical thinking is a crucial skill for post-secondary students, the chapter ties accreditation mandates to the need to include robust outcomes assessment measures in college programs that teach critical thinking. The chapter traces one small, nationally-accredited online college's efforts to develop a robust assessment plan to measure how well students met general education and program objectives, particularly those related to critical thinking skills in a business program. The efforts to comply with accreditation standards and to demonstrate a culture of assessment resulted in a culture shift that sought meaningful data about how well the college was educating its students and meeting its mission.

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 8
Author(s):  
Ha Thi CAO
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Social Model ◽  
Higher Order Thinking Skills ◽  
Teaching And Learning Mathematics

In the social model, in order to live and work in a complex and competitive environment of the 21st century, students must be well-equipped with such important skills and qualifications, of which creativity, critical thinking, communication and collaboration skills are very necessary for learners in the future. In this paper, the researcher aims to focus on teachers’ competency of instruction for developing higher-order thinking skills (creativity, critical thinking skills) through teaching and learning Mathematics in Vietnam.

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

scholarly journals Profil Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Ekonomi Melalui Pembelajaran Berbasis Riset

heritage ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 111-124
Author(s):  
Khoirotul Fitriyah
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Research Area ◽  
Critical Thinking Skills ◽  
Economics Education ◽  
Analytical Skills ◽  
High School Class ◽  
Skills Use ◽  
High Level

Abstract Economics is one of high school subjects especially in the social sciences major that requires continuous evaluation and research. The purpose of this study is to describe the profile of students' critical thinking skills through research-based learning models on economics with indicators of critical thinking skills, namely interpretation skills, analytical skills, evaluation skills, and the conclusion making skill. Descriptive qualitative research is employed in this study with the research area of Muhammadiyah 3 Jember High School class XII / IPS 3 with a total of 35 students and three students with high, medium and low levels of ability have been consulted with supporting economics teachers and one of the lecturers who are experts in the field of economics education. The test results of students' critical thinking skills use modules or worksheets that have been validated by economics teachers and economics education experts of the faculty of Teacher Training and Education Faculty at University of Jember. The data taken is the result of data reduction using triangulation methods to obtain valid and accurate data. The study found out that the ability to think critically at a low level was 34.28%, moderate level was 48.58%, and high level was 17.14%. Based on the results of research conducted, it can be concluded that the interpretation skill is the highest achievement and the inference skill is the lowest achievement.   Abstrak Mata pelajaran ekonomi merupakan menu utama di SMA khususnya pada jurusan IPS sehingga memerlukan evaluasi dan penelitian secara kontinue. Tujuan dari penelitian ini adalah untuk mendeskripsikan profil kemampuan berpikir kritis siswa melalui model pembelajaran berbasis riset pada mata pelajaran ekonomi dengan indikator kemampuan berpikir kritis yaitu kemampuan interpretasi, kemampuan analisis, kemampuan evaluasi dan kemampuan menarik kesimpulan. Deskriptif kualitatif merupakanpenelitian yang digunakan pada penelitian ini dengan daerah penelitian SMA Muhammadiyah 3 Jember kelas XII/IPS 3 dengan jumlah 35 siswa dan yang dipilih pada subyek penelitiannya tiga siswa yang mempunyai tingkat kemampuan tinggi, sedang dan rendah yang sudah dikonsultasikan dan dimusyarawahkan dengan guru pengampu mata pelajaran dan salah satu dosen yang ahli dibidang pendidikan ekonomi. Hasil uji kemampuan berpikir kritis siswa menggunakan modul atau LKS yang sudah divalidasi oleh guru pengampu mata pelajaran dan ahli pendidikan ekonomi yaitu dosen FKIP Universitas Jember. Data yang diambil merupakan hasil reduksi data dengan melakukan observasi, mengambil tes dan wawancara atau menggunakan triangulasi metode guna mendapatkan data yang valid dan akurat. Hasil dari penelitian tersebut didapat bahwa kemampuan berpikir kritis tingkat rendah 34,28%, sedang 48,58% dan tinggi mencapai 17,14%. Berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa secara khusus kemampuan berpikir kritis siswa di SMA Muhammadiyah 3 jember yaitu kemampuan interpretasi merupakan capaian tertinggi dan kemampuan inferensi adalah capaian terendah.   Kata kunci: kemampuan berpikir kritis, pembelajaran berbasis riset

scholarly journals Teaching Post-Secondary Students in Ecology and Evolution: Strategies for Early-Career Researchers

2020 ◽  
Vol 13 ◽  
Author(s):  
Graham Raby ◽  
Jacqueline M. Chapman ◽  
Robert De Bruijn ◽  
Erika J. Eliason ◽  
Chris K. Elvidge ◽  
...  
Keyword(s):  
Secondary Students ◽  
Field Work ◽  
Thinking Skills ◽  
Early Career ◽  
Critical Thinking Skills ◽  
Personal Life ◽  
Inclusive Classroom ◽  
Teaching Resources ◽  
Post Secondary ◽  
Early Career Researchers

Teaching can be a rewarding, yet challenging, experience for early career researchers (ECRs) in fields like ecology and evolution. Much of this challenge arises from the reality that ECRs in ecology and evolution typically receive little, if any, pedagogical training or advice on how to balance teaching, research (which can include extended field work), and other demands on their time. Here, we aim to provide accessible, pragmatic advice for ECRs in ecology and evolution who are given the opportunity to teach (as instructor of record). The advice is based on the authors’ collective experiences teaching in ecology and evolution as ECRs and is meant to help ECRs address two challenges: a) balancing the demands of teaching against one’s research, service, and personal life, and b) being effective in the classroom while doing so. The guidance we provide includes practical steps to take when teaching for the first time, including carefully refining the syllabus (course planning), adopting ‘non-traditional’ teaching methods, and taking advantage of free teaching resources. We also discuss a range of ‘soft skills’ to consider including guarding against imposter syndrome (i.e., self-doubt and fear of being exposed as a fraud), managing expectations, being empathetic, compassionate, authentic, and fostering an inclusive classroom. Lastly, we emphasize the need to focus on developing students’ critical thinking skills, integrating research and teaching where possible, and setting limits on class preparation time to maintain balance with your research and personal life. Collectively, we hope the examples provided herein offer a useful guide to ECRs new to teaching.

scholarly journals Analysis of Students' Critical Thinking Skills in Physics Problems

2020 ◽  
Vol 3 (1) ◽  
pp. 1-17
Author(s):  
Tri Ariani
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Statistics ◽  
Observation Data ◽  
Analysis Techniques ◽  
The Subject ◽  
High Ability Students

This study aims to determine the proportion of students' level of critical thinking skills on the subject of Impulse and Momentum, any difficulties experienced by students to reach the level of critical thinking skills, and solutions to overcome the difficulties of students achieving critical thinking skills. This research uses descriptive qualitative research methods. The subjects of this study were 27 students taken by purposive sampling technique. Data collection techniques in this study are tests of critical thinking skills, interviews, and observation. Data analysis techniques using descriptive statistics. The results showed that each student's ability, high ability students 36.84%, medium ability 34.50%, low ability 22.80% divided into two categories of KBK 2 with a percentage of 52.63% and KBK 1 with a percentage of 23, 94%. From the results of the study also obtained the achievement of students every KBK indicator. Student achievement in the Interpretation indicator of 51.58% Analysis 18.75% Evaluation 13.87% Inference 31.48% Explication 14.19% and Self Regulation 26.85%. So KBK students as a whole are in the low category with a percentage of 31.38%. The cause of students 'difficulties in fulfilling CBC indicators is the limited ability of students to formulate and find other alternatives, the completion of students' answers is difficult to draw conclusions and connect substance between materials, and has not been studied in depth so students tend to be careless in solving problems. The solution that can be used is to provide more experience to students in terms of critical thinking skills and additional learning outside school hours.

The Role of Student Feedback in Building Reflexive Teachers

2019 ◽  
pp. 76-90
Author(s):  
Kerri Pilling Burchill ◽  
David Anderson
Keyword(s):  
Critical Thinking ◽  
Teaching Practice ◽  
Individual Case ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Feedback ◽  
Future Research ◽  
Education Environment ◽  
Tacit Assumptions

The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.

The Erosion of Critical Thinking Development in Post-Secondary Education

2015 ◽  
pp. 68-96
Author(s):  
Michael Robert Hepner
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Development Strategies ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
College Level ◽  
Post Secondary ◽  
History Of ◽  
Definition Of

A quick look at virtually any list of college-level learning outcomes will almost certainly uncover the desire to develop critical thinking skills. While prioritizing the development of critical thinking skills on campuses nationwide is a noble cause, issues quickly arise because the definition of critical thinking varies widely amongst the different disciplines, so this chapter provides a history of the idea of critical thinking in higher education, as well as various critical thinking development strategies and assessment instruments. This chapter also outlines the need for the academe to move from simply mentioning the development of critical thinking skills in various institutional documents to prioritizing such skills through the return of liberal education.

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