Relevant bibliographies by topics / Critical reflection and critical thinking

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Critical reflection and critical thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Critical reflection and critical thinking"

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Finocchiaro, Maurice A. "Critical Thinking, Critical Reasoning, and Methodological Reflection." Inquiry: Critical Thinking Across the Disciplines 15, no. 4 (1996): 66–79. http://dx.doi.org/10.5840/inquiryctnews19961546.

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Salam, Maimoona, Dayang Hanani Abang Ibrahim, and Dayang Nurfatimah Awang I. Skandar. "Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building." International Journal of Innovation in Enterprise System 3, no. 02 (July 31, 2019): 9–23. http://dx.doi.org/10.25124/ijies.v3i02.36.

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Service-learning pedagogy provides practical learning experience for students by integrating community service with academic learning. However, experience is not enough, reflection on that experience is essential to produce new understanding. The concept of collaborative reflection has been recognized recently however, there is lack of research on how to structure guided collaborative reflection to view the process of knowledge building and how technologies can support it. To shed light on this issue, this study proposed a computational workflow of structured collaborative reflection which is adopted from integrated collaborative reflection model and implement a prototype (i.e. named as ‘Co-Reflective’) to proof the concept how Computer Supported Collaborative Reflection System (CSCRS) is supporting collaborative critical thinking and knowledge building. For this purpose, design science research methodology was employed in this study. The evaluation of Co-Reflective is provided where we asked our participants to evaluate their experience and give feedback about system. Based on the positive feedback of participants we conclude that Co-Reflective can effectively support for guided collaborative reflection activities to promote collaborative critical thinking and knowledge building. Implementation of Co-Reflective not only addresses the limitations of current technologies but also contribute in the body of knowledge by presenting the concept of integrated collaborative reflection model that promotes collaborative critical thinking and knowledge building. Keywords—collaborative knowledge building, collaborative reflection, Computer Supported Collaborative Reflection System (CSCRS), service learning.
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Price, Adrienne. "Encouraging reflection and critical thinking in practice." Nursing Standard 18, no. 47 (August 4, 2004): 46–52. http://dx.doi.org/10.7748/ns2004.08.18.47.46.c3664.

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Raymond, Christy L., and Joanne Profetto-McGrath. "Nurse educators’ critical thinking: reflection and measurement." Nurse Education in Practice 5, no. 4 (July 2005): 209–17. http://dx.doi.org/10.1016/j.nepr.2004.10.004.

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Clark, Irene L. "Critical Thinking, Identity, and Performance." Pedagogy 21, no. 2 (April 1, 2021): 225–40. http://dx.doi.org/10.1215/15314200-8811415.

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Abstract Referencing current research in neuroscience, this article argues that although knowledge about logic and evidence are important for helping students become critical thinkers, teachers should devote attention to the nonrational biases currently being evoked for persuasion, plan additional class time for students to reflect on their own emotional biases, and encourage students to self-identify as critical thinkers, so that they will continue to think critically in other courses and contexts. To attain this goal, approaches involving performance and reflection should be given further attention to help students develop the habit of questioning the credibility of information.
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Carter, Amanda G., Debra K. Creedy, and Mary Sidebotham. "Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection)." Midwifery 54 (November 2017): 73–80. http://dx.doi.org/10.1016/j.midw.2017.08.003.

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Luo, Ya. "Critical reflection on critical thinking and TEM tests of English major students’ performance." Journal of Green Learning 1, no. 1 (September 18, 2021): 17–21. http://dx.doi.org/10.53889/jgl.v1i1.28.

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Critical thinking is now called for modern age of educational management, due to education can prepare children and citizen to face with uncertainty of changing world. Complexity of modern world is adapting with a ton of knowledge and millions of situations that shape our children to face with uncertainty. The article aims to critical reflection on critical thinking and TEM tests of English major students’ performance. Skills-based learning in terms of English for minority group is important for quality of education. Educators could not ignore the phenomenon that students lack of critical thinking through various sources of learning and testing. The point of reflection needs to cultivate students’ abilities in independent thinking, innovation, analysis and critical awareness in order to achieve a better goal in language teaching.
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Hikmahyanti, Cita, and Neisya Neisya. "ENHANCING CRITICAL THINKING THROUGH LITERARY ANALYSIS." Jurnal Ilmiah Bina Bahasa 12, no. 1 (June 29, 2019): 44–54. http://dx.doi.org/10.33557/binabahasa.v12i1.499.

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This study investigated the improvement of students literary analysis by using taxonomy Blooms critical thinking questions. Action research was conducted for this research to the sixth semester students of English literature study program at Universitas Bina Darma. They are 5 male students and 10 female students. The action research was conducted for 12 meetings. On the first cycle, it consisted planning, action, observation and reflection. The assesment for the success criteria scored from a literary analysis rubric with scale poor, fair and good. During this cycle, the students only achieved mostly to poor level of literary analysis in their writing. After doing some revision and evaluation on the second cycle, it also included, replanning, action, observation and the reflection. In this cycle, the result shows most students succeeded to improve their literary analysis to the fair level and 2 students were in good level with some notes. Although, some students perhaps need more time and practises to achieved a good skill.
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Hatcher, Donald L. "Reflections on Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 28, no. 2 (2013): 4–24. http://dx.doi.org/10.5840/inquiryct20132827.

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Córdoba, José-Rodrigo. "Critical reflection in planning information systems: a contribution from critical systems thinking." Information Systems Journal 19, no. 2 (March 2009): 123–47. http://dx.doi.org/10.1111/j.1365-2575.2007.00284.x.

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Dissertations / Theses on the topic "Critical reflection and critical thinking"

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Wielgus, Margot D. "Critical-Reflective Thinking: A Phenomenology." UKnowledge, 2015. http://uknowledge.uky.edu/philosophy_etds/6.

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This dissertation formulates and describes a type of thinking called critical-reflective thinking. Examples of critical-reflective thinking appear in the works of many major Western philosophical figures, including the main thinkers considered here, Plato, Martin Heidegger, Hannah Arendt, and Henry David Thoreau. Although this list of thinkers is eclectic, these philosophers come together in describing a common phenomenon, although they do not thematically designate or explain it. Their works illustrate a type of thinking in which people are invited by prompting events to consider their presuppositions—notions they have taken as true without prior consideration. I have deemed this phenomenon “critical-reflective thinking” to emphasize its dimensions of self-reflection and critical consideration. By exploring examples from the works of the authors listed above (among others, such as Ralph Waldo Emerson, Hans-Georg Gadamer, and Elaine Scarry), I formulate critical-reflective thinking as a specific phenomenon. In Chapter One, I formulate this important type of human thought by describing its occurrence, especially the invitation of the prompt and the disclosure and examination of presuppositions. In Chapter Two, this dissertation explicates the value of taking part in this type of thinking. Since critical-reflective thinking allows people to consider previously unreflective aspects of their understanding (i.e. presuppositions), by taking part in critical-reflective thinking, people stand to grow in self-awareness and become liberated to new possible ways of seeing the world and going about life. Given the value of such growth and liberation, it is important to explore how humans can develop the practice critical-reflective thinking. Chapter Three explores strategies for cultivating critical-reflective thinking. Plato, Heidegger, Arendt, and Thoreau suggest five such strategies: spending time in solitude, taking leisure, developing an open attitude, practicing wakeful attentiveness, and acquire virtues such as humility, courage, and fortitude. Formulating and exploring the phenomenon of critical-reflective thinking not only provides a theory of a type of thinking, but also describes an important aspect of human experience. This dissertation encourages readers to consider their own experiences of thinking. It also poses the challenge of leading a more examined life by critically-reflecting on notions we often take as given.
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Parsons, Linda Ann. "Facilitating critical thinking and reflection in distance education, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ53635.pdf.

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Leiper, Tara E. "The impact of critical reflection on a private practice singing teacher's thinking." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3417/.

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This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their ease of use and effectiveness in enabling critical reflection processes to be developed in the participant. Engaging in critical reflection presents the possibility for transformative learning (Mezirow 1990) whereby frames of reference are challenged and altered as a result of the processes undertaken and examples of this in action are included in this research report. This dissertation contributes to the small but growing body of research in the area of private professional music education. The private instrumental and vocal teacher often works in an isolated environment with limited development opportunities available. This research proposes that critical reflection may be a viable tool for professional development and practice improvement.
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Goodloe, James-Etta. "Promoting Critical Thinking and Reflection in a Capstone Course for Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1193.

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University instructors can improve how they promote critical thinking in the classroom by fostering reflective writing habits with students. Midwest University requires all undergraduate students to complete 2 capstone courses, which are framed around a critical thinking curriculum. The skills of analyzing and reflecting on experiences are important components of critical thinking. Despite this acknowledged importance of critical thinking, there is currently no structured training for instructors of the capstone course on how to develop critical thinking abilities among adult students. The purpose of this case study was to examine the perceptions of the instructors of the capstone courses and their approaches to promoting critical thinking. Literature on critical thinking and reflective writing provided the framework for this study. Participants included 5 instructors with experience teaching one of the capstone courses. Data collection included semi-structured interviews, classroom observations, and reflective journals. Analysis was inductive using open coding and constant comparison to identify emergent themes. Findings indicated that a common practice to promote critical thinking was through probing questions and deep discussions, that a challenge to promoting a critical thinking curriculum was student engagement, and that more importance should be placed on assessing critical thinking in the grading rubrics. Results prompted the creation of a professional development workshop to offer training to instructors that included the experience of progressing through reflective activities and deep discussion to better guide their students through the same process in an effort to strengthen critical thinking development. University instructors may glean best practices from this study to guide students in developing the capacity to think from a more critical and global perspective.
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Grassi, Leo Michel. "Employing Discursive Analysis to Illuminate Critical Reflection in Asynchronous Threads." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5340.

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A number of approaches and methods are being used to assess higher cognition within online threaded discussions, as evidenced by the corpus of scholarship. However, a review of the literature suggests that current strategies relating to asynchronous discourse have tended to focus on cognitive processes that are mostly driven by task-oriented communication, thereby failing to assess the quality of interactions that engender meaning-making and knowledge creation. The first goal of this study was to decompose and interpret examples of threaded conversation exhibiting lexical attributes of higher cognition. The second goal was to identify instances of critical thinking and indicators of deep learning contributing to meaningful reflection within diachronic encounters to develop more effective higher-order thinking strategies within discussions. Discourse analysis theory in conjunction with Garrison's stages of critical thinking was used to examine meaning-making within contexts of social interaction. Archival discussion data were examined from 39 participants derived from 2 online undergraduate courses at a small private university in the southeastern United States. The content analysis qualitative design applied computer-mediated discourse analysis (CMDA) to analyze and classify statements in discussion transcripts according to Garrison's stages of critical thinking. Results indicated a pattern of utterances suggesting in-depth learning, with a smaller sample of stanzas indicating surface-level processing. Results of this study can be used by teachers and course designers to create positive change by purposefully engendering critical reflection, thereby preparing learners for the work of the future necessitating well thought-out approaches to grapple with new problems and situations in new ways.
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Bryan, Jessica LaFern. "Teachers Observing Teachers: Factors that Contribute to Critical Thinking in Peer Coaching." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3960.

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Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.
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Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.

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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers could demonstrate capacity and commitment. Eighty year 4 student teachers, who had undertaken action research projects during their final school experience, and thirteen university lecturers, who had guided the student teachers throughout this enterprise, were participants in this study. Data were gathered through questionnaires and semi-structured interviews that incorporated a series of closed and open-ended responses. Quantitative data were analysed to calculate statistical frequencies, percentages, means and standard deviations; and, qualitative data via analytic induction methods to identify common themes and to extract narratives of experience. Findings showed that a majority (>90%) of student teachers perceived their capacity and commitment to engage in six dimensions of reflective practice [and most (>80%) in eight] had influenced their professional development. These perceptions were not wholly congruent with those of dissertation supervisors with variance between supervisors also evident. Qualitative distinctions, in the use of three types of reflective conversation, were found between male and female student teachers and within each gender group. Several constraints in the development of student teachers’ reflective practice also emerged. Further research is recommended into: what evidence and criteria shape judgments about reflective practice; how school-based staff might effectively support student teachers’ development of reflective practice; and, how the framework designed for this study might be replicated and refined to enhance reflective practice in personal professional development across disciplines.
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Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).
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Kirby, Linda. "Another look at reflection : promoting student voice, self-efficacy and student/teacher dialogue through structured, guided reflection prompts in a college reading and study skills course /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/19/.

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Coles, Martin John. "Fostering critical reflective thoughtfulness : critical thinking, dialogical enquiry, community, and text talk in the primary school." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240875.

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Books on the topic "Critical reflection and critical thinking"

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Imel, Susan. Teaching critical reflection. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1998.

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Mezirow, Jack. Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers, 1990.

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Bowen, Glenn A. Reflection methods and activities for service learning: A student manual and workbook. [Dubuque, Iowa]: Kendall/Hunt Pub. Co., 2007.

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Handbook of reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry. New York: Springer, 2010.

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Higgins, Lorraine. Planning text together: The role of critical reflection in student collaboration. Berkeley, CA: Center for the Study of Writing, 1991.

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Critical reflection in context: Applications in health and social care. New York: Routledge, 2012.

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The reflective journal. Houndmills, Basingstock, Hampshire: Palgrave Macmillan, 2013.

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Reflective knowledge. Oxford: Clarendon, 2009.

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Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers, 1990.

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Howatson-Jones, Lioba. Reflective practice in nursing. Exeter: Learning Matters, 2010.

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Book chapters on the topic "Critical reflection and critical thinking"

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Cottrell, Stella. "Critical reflection." In Critical Thinking Skills, 207–30. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_12.

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Cottrell, Stella. "Critical reflection." In Critical Thinking Skills, 187–210. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_12.

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Katz, Louise. "Critical Reflection." In Critical Thinking and Persuasive Writing for Postgraduates, 19–33. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-60443-9_2.

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Rüütmann, Tiia. "Development of Critical Thinking and Reflection." In The Challenges of the Digital Transformation in Education, 895–906. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_85.

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Oser, Fritz K., and Horst Biedermann. "A Three-Level Model for Critical Thinking: Critical Alertness, Critical Reflection, and Critical Analysis." In Frontiers and Advances in Positive Learning in the Age of InformaTiOn (PLATO), 89–106. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26578-6_7.

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Henderson, Robyn, and Karen Noble. "Thinking Otherwise about Professional Induction." In Professional Learning, Induction and Critical Reflection, 84–103. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137473028_5.

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Thompson, Carol. "The importance of critical thinking." In Reflective Practice for Professional Development, 41–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003056812-5.

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Hewett, Andrew, and Chris Roche. "Reconceptualising Development: The Painful Job of Thinking." In Critical Reflections on Development, 13–32. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9780230389052_2.

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Theodoulides, Lenka, and Gabriela Nafoussi (Kormancová). "Implementation of Critical Reflection Analysis in Teaching and Learning Focused on Developing Critical Thinking Skills." In Advances in Longitudinal Data Methods in Applied Economic Research, 233–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63970-9_17.

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Santos, Denise. "‘This activity is far from being a pause for reflection’: An Exploration of ELT Authors’, Editors’, Teachers’ and Learners’ Approaches to Critical Thinking." In Critical Perspectives on Language Teaching Materials, 88–110. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137384263_5.

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Conference papers on the topic "Critical reflection and critical thinking"

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Şentürk, Necmettin. "Comparison Of Assessment Methods Of Critical Thinking." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.47.

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Macedo Calejo, Marta, and Graça Magalhães. "Design as a Critical Research." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3263.

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Historically the imaginary and the hegemonic thinking, in the Western North globe has been marked by the epistemology and capitalists archetypes. Notwithstanding the design as a practice and discipline seem shielded on a simplistic discourse of functional / communicative efficiency, wandering through multiple aestheticism apparently neutral in relation to the symbolic but in fact they never are because what really happens is that the aesthetic appearance of the generated forms will always be a review of the powers ruling. We start from understanding that the act of creating an aesthetic artefact will also be a movement of inscription in a discursive platform (that precedes it) thus being itself an narrative act and representing a positioning in relation to certain symbolic reality. On the presented reflection Design is seen as a discipline and / or an instrument of action, whose operational relevance tends to question and simultaneously rehearsing a response to not just the question why but also for what? Apparently Design is a content mediator, but also, it is structure, body and idea. We think design praxis as discipline and enrolment tool for critical thought and social transformation. For guiding research in this text, we propose the following question: Can Design form an engagement with the symbolic for them in order to be an active part in the production of critical thinking in the place where it belongs? Methodologically our argument will be present in two different moments: 1. first, exploratory nature where we rescue the draw issues in the practice of design and 2. second, analytical nature concerning the subject issues (graphic and / or utility ) of design and how it incorporates formal rites, political events and social practices of contemporary everyday life. We consider the praxis of design as a discipline and critical thinking enrolment tool as agents of social transformation. With this study we seek to contribute to design’s phenomenology by studying the artefacts of configuration as well as the possible messages they convey and what impact they may have on the social network.DOI: http://dx.doi.org/10.4995/IFDP.2016.3263
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Hug, Sarah, Martine Ceberio, Diego Aguirre, Scott King, Megan Thomas, Eliana Valenzuela, Tom Carter, and Nayda Santiago. "Reflecting on Reflection: Integrating Critical Thinking into CS Teaching and Learning Practice." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439523.

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Blanco-Gandía, María del Carmen, Noelia Sánchez-Pérez, María Pilar García-Pardo, Verónica Aguas Vivas Blanco-Gandía, and Sandra Montagud-Romero. "CREATIVITY, REFLECTION AND CRITICAL THINKING: THE PORTFOLIO IN DEVELOPMENTAL PSYCHOLOGY." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0235.

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Evans, Emmeline, Jessica Menold, and Christopher McComb. "Critical Thinking in the Design Classroom: An Analysis of Student Design Reflections." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97533.

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Abstract Within the domain of education, the term “critical thinking” is widely understood to mean the various skills that comprise an individual’s logical and reasoning abilities. It is critical that designers possess these abilities so that they can solve the complex problems of an increasingly interconnected world. In order to better understand patterns in engineering students’ critical thinking, this research applies the classifications of the 2001 revision of Bloom’s Taxonomy to 49 reflections written by first-year engineering students on a two-hour design practicum. Reflections were thematically coded to identify when students operated in different levels of the cognitive process and knowledge dimensions. Using k-means clustering analysis, genres of reflection were then determined. Four unique clusters of responses were identified. Notable trends in clusters included application and evaluation of procedural knowledge. Additionally, a difference was observed between the two largest clusters regarding deviance from the design process. While one cluster of responses generally minimized discussion of deviance, the second largest cluster emphasized this deviance, highlighting it as an opportunity for future growth. This work provides insight into how students learn design and how they communicate their learning, providing insight for instructors hoping to encourage deeper critical thinking in design courses.
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Thomas, Theda, Tim Davis, and Alanah Kazlauskas. "Critical Thinking and Reasoning for Information Systems Students." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2780.

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It is important for higher education institutions to produce Information Systems graduates who can think and solve problems effectively. This paper is a rich description of the first cycle in an action research project defined to investigate the effectiveness of using a specially developed unit in the first year of an Information Systems course in order to facilitate the enhancement of students’ critical thinking and reasoning skills. Introduced for the first time in Semester 2, 2003, the unit does not try to teach thinking and reasoning skills in isolation but shows how they can be applied within the field of Information Systems in a direct way. This paper describes the unit content together with qualitative comments depicting the students’ and the lecturers’ experiences with the unit and an analysis of and reflection on what worked and what did not. The skills covered in this unit should then be able to be applied in units offered elsewhere in the course.
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"RE-THINKING SOFTWARE ENGINEERING APPROACHES: A CRITICAL REFLECTION ON THEORY BUILDING." In 6th International Conference on Software and Data Technologies. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003610700590064.

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Nuraini, Ni Luh Sakinah, Puri Selfi Cholifah, Putri Mahanani, and Andini Mukharoma Meidina. "Critical Thinking and Reflective Thinking Skills in Elementary School Learning." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.001.

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Zak, Anatoly. "Formation Of Reflection And Development Of Critical Thinking In Modern Junior School." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.101.

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Piergiovanni, Polly R. "Reflecting on engineering concepts: Effects on critical thinking." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044300.

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Reports on the topic "Critical reflection and critical thinking"

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Marsh, Melinda. Advanced Analytic Cognition: Critical Thinking. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada606648.

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Gwilliam, Jeffrey L. Critical Thinking - A Strategic Competency. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401001.

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Emilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388497.

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Feller, Amanda. Dialogue and Critical Thinking in Personal Action. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6838.

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McBee-Black, Kerri, and Jung Ha-Brookshire. Developing Design Perspectives through Critical Reflection. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1525.

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Ruppert-Stroescu, Mary, and Mercan Hadad Derafshi. Teaching Textiles: Critical Thinking and Application of Knowledge. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1890.

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McKown, Lyndon Kyle. Improving Leadership Through Better Decision Making: Fostering Critical Thinking. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada397890.

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Lee, JuYoung, and Jihyeong Son. Importance of Exploratory Writing in Critical Thinking and Learning. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-81.

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Usry, Floyd J., and Jr. How Critical Thinking Shapes the Military Decision Making Process. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada425924.

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Drew, Christopher T. Critical Thinking and the Development of Innovative Problem Solvers. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada464378.

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