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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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聶智康 and Chi-hong Paul Lip. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinkingskills: a case study of a Hong Kong languageclassroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43250476.
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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.
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Porter, Leon K. "Critical reflective thinking in Euclidean geometry for grade nine mathematics students /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ42423.pdf.
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Green, Jessica Ann. "Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2163.
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Part of the curriculum in many composition classrooms contains a reflection component where students are required to think back over their writing and discuss strengths and weaknesses. Yet many of the reflections that students write fall short of the purpose of reflection when students fail to analyze their writing practices or to make future goals for themselves, a problem that occurs when higher level reflection strategies are not taught and practiced in the classroom. When students are taught to use reflection as a way to critically evaluate their writing, to make connections between class assignments and course objectives, and to make goals for future projects, reflection becomes a more useful tool for the composition student. In my study of two first-year composition classes, I compare the impact of instructing students about reflection and requiring them to practice good reflection against the more common practice of assigning reflection intermittently without formal instruction or feedback about what makes a constructive reflection. Through the results of my study, I confirm my hypothesis that when higher quality reflection is actively taught and promoted by the instructor, reflection helps students to integrate assignments into the course objectives, to extract personal significance from assignments, and to plan for future projects.
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Rasmus-Vorrath, Jack Kendrick. "The honesty of thinking : reflections on critical thinking in Nietzsche's middle period and the later Heidegger." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:effe66e1-235d-46a9-a570-b42dceb7e92f.
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This dissertation engages with contemporary interpretations of Nietzsche and Heidegger on the issue of self-knowing with respect to the notions of honesty and authenticity. Accounting for the two philosophers' developing conceptions of these notions allows a response to interpreters who conceive the activity of self-knowing as a primarily personal problem. The alternative accounts proposed take as a point of departure transitional texts that reveal both thinkers to be engaged in processes of revision. The reading of honesty in Chapters 1 and 2 revolves around Nietzsche's groundwork on prejudice in Morgenröthe (1880-81), where he first problematizes the moral-historical forces entailed in actuating the 'will to truth'. The reading of authenticity in Chapters 3 and 4 revolves around Heidegger's lectures on what motivates one's thinking in Was heißt Denken? (1951-52). The lectures call into question his previous formal suppositions on what calls forth one's 'will-to-have-a-conscience', in an interpretation of Parmenides on the issue of thought's linguistic determination, discussed further in the context of Unterwegs zur Sprache (1950-59). Chapter 5 shows how Heidegger's confrontation with Nietzsche contributed to his ongoing revisions to the notion of authenticity, and to the attending conceptions of critique and its authority. Particular attention is given to the specific purposes to which distinct Nietzschean foils are put near the confrontation's beginning--in Heidegger's lectures on Nietzsche's second Unzeitgemässe Betrachtung (1938), and in the monograph entitled Besinnung (1939) which they prepare--and near its end, in the interpretation of Also Sprach Zarathustra (1883-85) presented in the first half of Was heißt Denken? Chapter 6 recapitulates the developments traced from the vantage point of the retrospective texts Die Zollikoner Seminare (1959-72) and the fifth Book of Die fröhliche Wissenschaft (1887). Closing remarks are made in relation to recent empirical research on the socio-environmental structures involved in determining self-identity.
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Hanson, Charlotte Emily. "The epistemological significance of reflective access." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2513.
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This thesis is, in part, a defence of a broad-based approach to epistemology. We should be wary of taking too narrow a focus and thus neglecting important aspects of knowledge. If we are too focused on one methodology then we are likely to miss insights that can come about from a different perspective. With this in mind, I investigate two particular methodologies in detail: Kornblith’s naturalism and Craig’s ‘genealogical’ approach. Kornblith emphasises the importance of looking at knowledge in the context of the natural world, thus stressing the continuity between animal and human knowledge. Craig, on the other hand, focuses on a distinctly human aspect of knowledge: the importance of enquiry and the sharing of information. As such, the two theories of knowledge that are developed have different emphases. I argue that by bringing them together we can better understand what knowledge is. This leads us to the other main contribution of this thesis, which is a defence of the role of reflection in epistemology. This has often been neglected in contemporary epistemology, primarily because of the effectiveness of externalist theories of knowledge. The focus on externalism has lead to reflection being sidelined. I do not argue that reflection is necessary for knowledge, but rather want to bring back attention to the important role that it plays in human life. Reflectively accessible justification is necessary for our knowledge claims and therefore plays a vital role in enquiry. If we add reflectively accessible justification to knowledge then it is both more stable and more valuable. Even if it is not necessary for knowledge, reflection should not be neglected.
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Farrar, Beth Lauri. "Elements of reflective and non-reflective discourse in an online induction program for experienced and novice science teachers." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/farrar/FarrarB1209.pdf.
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Reflection is frequently cited in the literature as integral to the type of learning in which professionals engage. However, throughout the literature the concept of reflection has been ill-defined and shown to be difficult to operationalize in studies. Beginning with a comprehensive review of the literature, this study sought to develop a research based way to operationalize reflection. Once reflection was defined and operationalized, a discourse analysis rubric was designed to identify elements of non reflective and reflective discourse used by participants in an online content-based mentoring and induction professional development program, e-Mentoring for Student Success (eMSS). The rubric was used to conduct a content analysis of online discourse between novice and experienced science teachers participating in the eMSS program. Coders determined which elements of non reflective and reflective discourse, including levels of discourse, were used by different types of participants in the various online discussion areas of the eMSS program. The results of this study showed a higher percentage of novice science teachers' messages were coded as containing overall higher levels of reflective discourse. This difference was partly attributed to the different roles experienced and novice science teachers have in this program. The different eMSS online discussion areas had varying percentages of messages identified as containing different levels of reflective discourse. Different discussion area curriculums, including types of discussion prompts and methods of facilitation, partly attributed to these differences. This study showed the importance of being intentional in the wording or modeling of what is expected from participants as they compose their messages. This study also showed that eliciting reflective thought processes from program participants depends on a variety of factors and can be contextual. No single factor stood out as essential to consistently encouraging reflective thought processes. Recommendations are made for designing program curriculums and facilitating the type of learning that results in the use of reflective thought by program participants.
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Šaulys, Vakaris. "Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_164932-21619.
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This paper deals with developing pragmatic competence in the English as a second language classroom, mainly through speaking activities. In Part One the theoretical background of pragmatics and its various aspects are discussed. Views of a number of authors on pragmatics are presented, witnessing the necessity of pragmatic upbringing at schools and other educational establishments in the world of globalization. Some examples are given why pragmatic awareness is inseparable from grammatical or vocabulary knowledge of a particular language. The importance of reflective teaching and its types is stressed. Next, the paper focuses on ways to stimulate learner pragmatic growth, critical thinking and self-awareness, the role of questions, also the role of the mother tongue in the pragmatically oriented classroom. In Part Two possible activities for raising pragmatic competence, as proposed by various linguists, are described. Some specific examples are given here. In this part of the paper the reader gets acquainted with ways of developing pragmatic competence that are effective and convenient to implement in the classroom. Finally, in Part Three the coursebooks Twist 1 and Twist 2 (Student’s Books and Teacher’s Books) are analyzed as means to be used by teachers having specific aims for learner pragmatic development. All the chapters (Issues) are overviewed (each separately and all of them as one whole), general tendencies and peculiarities are discerned, specific tasks are... [to full text]
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Valdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Thadphoothon, Janpha, and n/a. "Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.141259.
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This thesis proposed a framework for conceptualizing critical thinking in language
learning. A learning environment where collaborative learning and network
technology were combined − computer-mediated collaborative learning (CMCL) −
was set up. The main aim was to study the potential of the learning environment in
promoting critical thinking (CT) in language learning. The proposed framework of
CT in language learning had three aspects: (1) communication, (2) reasoning, and
(3) self-reflection.
The study was a qualitative one that took place between June 2003 and January
2004. Three case studies were undertaken that involved up to 90 participants,
comprising students, teachers, volunteers, and the researcher. All were members of
an online learning community, the Bamboo Enterprise. Students worked in groups
that investigated environmental problems. The student projects were grouped into
three case studies: (1) Using Collaborative Environmental Projects to Promote
Communicative Language Learning and Computer Skills, (2) Using Environmental
Themes in Computer-Supported Cooperative Learning to Prepare ESL Students for
Academic Study in the Australian University Environment, (3) Promoting
Communicative Language Learning Through Computer-Supported Cooperative
Learning. Findings were based on analyses of five sources of data: (1) interviews
with the student participants; (2) teachers comments and opinions; (3)
questionnaires; (4) students overall group work; and (5) online discussions.
The investigation found that, overall, the CMCL environment with its particular
framework had the potential to promote CT in language learning. However, it had
both strengths and weaknesses. The strengths were that it promoted the
communicative use of English, encouraged critical thinking in action, and extended
the students potential to learn a second language. It also encouraged the appropriate
use of technology. More importantly, this CMCL environment showed itself to be a
viable method of learning and one in which both students and teachers can be
empowered. However, along with these advantages, some avenues for improvement
were evident. The study found that the students grammatical accuracy was low,
despite their rich vocabulary and ability to use complex language structures. Some
students found working in groups challenging and some never acquired the
necessary web skills. Access to the Internet was not always adequate for this type of
project. In sum, the students needed more support, especially at the task level, when
using this method of language learning.
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Turkmen, Dagli Melek. "Integrating Critical Thinking Skills Into Planning And Implementation Of Teaching Turkish: A Comparative Case Study Of Three Teachers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609395/index.pdf.
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This study aimed to investigate how teachers integrated the development of students'critical thinking skills into their teaching during the three major phases of their teaching, namely, their planning practices, interactive practices, and reflective practices and to evaluate the influence of their instruction as felt by students in fourth grade Turkish course. The study was conducted as a comparative case study in which three teachers from three different primary schools participated. Data were collected through classroom observations, interviews with teachers and their students, logs written by students and documents. The findings of the study indicated that, in the planning stage, factors such as autonomy, methodological stance and relevance played a role on the level of teachers'
incorporation of critical thinking into the process. In the lessons, their classroom climate and management, perception of their realm of influence, their approach to challenge and tendency to create a common frame of reference were found to have an effect on the ways their students were involved in critical thinking processes. Furthermore, metacognitive skills and critical reading skills, together with others, were addressed by teachers in different ways. In their reflection, the way they referred to the strengths and weaknesses of their lessons and the way they evaluated their students'
learning as well as their discrimination of thinking concepts and the ways they dealt with assumptions underlying students'
reasoning involved elements revealing their approach to critical thinking. Among students, some interactive patterns, curiosity and interest constituted the factors that motivated students to think critically.
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Fitzgerald, David. "Evaluation of the "Process of learning" - an educational programme engaging first year college students in critically reflecting upon how they learn." n.p, 1995. http://ethos.bl.uk/.
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Buck, Joel A. "An exploratory examination of reflective thinking in certified human performance improvement professionals." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38201.
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Doctor of PhilosophyDepartment of Educational Leadership
Royce Ann Collins
This exploratory study investigated reflective thinking by professionals in the workplace and relationships between participant demographics and reflective thinking. The Questionnaire for Reflective Thinking (QRT) was used to assess the quality of reflective thinking in a sample (n = 102) of individuals certified by the International Society for Performance Improvement (ISPI) as Certified Performance Technologists (CPT) (N = 697). Business leaders seek employees who practice reflective thinking. Employers and students expect college coursework to provide the needed skills and educators recognize this need. Researchers have developed reliable measures of reflective thinking, but the quality of reflective thinking practiced by professionals in the workplace is not known. Hierarchical multiple regression analysis was used to examine QRT scores for habitual action, understanding, reflection, and critical reflection, with respect to the demographic variables of gender, age, years of experience, education level, and academic discipline. Significant relationships between age and scores for habitual action, experience and scores for habitual action, education level and scores for understanding, gender and scores for critical reflection, and experience and scores for critical reflection were identified. No other differences in QRT scores based on the independent variable gender, age, experience, education level, or academic discipline were statistically significant.
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Fitzgerald, David. "Evaluation of the process of learning : an educational programme engaging first year college students in critically reflecting upon how they learn." Thesis, Open University, 2000. http://oro.open.ac.uk/56467/.
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This thesis evaluates the effectiveness of having students reflect upon their experiences of learning and use of critical thinking in their first year of study at University. Specifically, it responds to the debate on whether teaching a general course on critical thinking skills constitutes a 'syntax or semantic' for the students. McPeck (1990) initiated this debate, claiming that teaching general courses on critical thinking skills do not improve students' processes of reasoning. He believes that such courses are not meaningful to students and their learning, stating that the thinking skills the students require, must instead be derived directly from the subjects that they are studying. Educators such as Paul (1991; Siegel 1990) disagree with McPeck and argue that these courses improve students' reasoning processes at University level. In responding to this debate, I designed an introductory critical thinking skills course entitled the Process of Learning. This course was implemented with first year students enrolled on a design and media management course at a University in the United Kingdom. This case study was evaluated using an action research methodology. The findings of this research are discussed within the framework of student learning theory and the learning environment. The data includes student and staff interviews conducted over 18 months, triangulated findings from the course sessions and analysis of related assignments. This research found that students can benefit from first year introductory critical thinking courses in several ways. Students become sensitised or aware of the critical thinking skills that they use in first year. The subsequent application of these skills can lead to improvement in learning quality outcomes in subsequent studies. Students with a higher level of competency discuss these thinking skills more coherently and recognise their personal responsibility in learning. Students achieve insights into their own personal perception of learning and begin to assess objectively the implications of what they have learnt from this. Wide ranging feedback from students discussing critical thinking skills and learning activities can provide a medium for staff committed to improving both pedagogy and the curriculum. Better understanding of critical thinking skills can improve the students' confidence in learning. Further insights are presented in this research that help us to further understand the nature of `confidence' in learning. Students identified a number of difficulties with the Process of Learning. This would appear initially to support McPeck's belief that such courses arc not helpful to students in the first year of study. However, four key findings are presented in this thesis which explain why these difficulties arose. Consequently, this research supports educators who advocate the teaching of general critical thinking skills courses in higher education, due to the benefits for students and staff. It concludes that the 'syntax versus semantic' dichotomy is an oversimplification of the debate and explains why this is so. Finally, suggestions are made for future research directed at integrating critical thinking skills courses across the degree level at University.
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Wiezbicki-Stevens, Kathryn. "Metacognition developing self-knowledge through guided reflection /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/126/.
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Fisher, Katherine Jane. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030430.122028/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2000.A thesis submitted to fulfill the requirements of Doctor of Philosophy in the School of Social Ecology, University of Western Sydney, December 2000. Bibliography : leaves 343-364.
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Mnguni-Motsoko, Nomsa Patricia. "A critical reflection on the doctrine of the Trinity in Jürgen Moltmann’s The Crucified God with relation to human suffering and pain." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/64233.
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In his book The Crucified God; Jürgen Moltmann argues that the Church’s identity and relevance are intimately tied to what Christian theology has to say about God’s response in Christ – in referring to the meaning of the suffering and crucified Christ for the suffering of humankind and the created order. However the problem of human suffering cannot be approached without becoming aware of how God, in his revelation, becomes involved in a Trinitarian way. The intention is to search for answers to the problem in Jürgen Moltmann’s understanding of the Holy Trinity in its relation to human suffering. The crucified God, in Christ and Christ in God, meets us in our moments and situations of despair and God-forsakenness. When we cry out – Where is God? – and whilst crying out to the unreachable God in our lack of capacity, He reaches down in Trinitarian involvement in our world and in our history. The Trinitarian God reaches down to us in his gracious love, and plants His cross alongside our crosses of pain and destruction. God does that in His unexplainable kindness in our world order of the globalization of extreme evil and total exploitation of everything in God’s created world. The Triune God makes our suffering His suffering, and in His unending love He becomes the crucified God – for us victims and perpetrators.Dissertation (MA)--University of Pretoria, 2018.
Dogmatics and Christian Ethics
MA
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Klein, Lena, and Jenene Strand. "Kritisk reflektion i teknikundervisning i grundskolan : En fallstudie om hur elever i årskurs F-3 använder kritisk reflektion för att lösa problem som uppstår i samband med praktiskt grupparbete i en tekniklektion." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38898.
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The purpose of this case study is to examine how pupils in Elementary School (ages 8-9) use critical reflection to solve a technical problem in a technology lesson. Our theory is based on Rodgers’ (2002) interpretation of John Dewey’s thoughts about reflective thinking, as expressed in his books How We Think (1910/1933a) and Experience & Education (1938). We used a method-combination to collect data by audio recording, and by observation with note taking during a technology class where six groups each solved a technical problem. The results show that all groups used critical reflection to solve a technological problem, but further research is required to confirm that critical reflection is generally used by elementary school pupils in technology class to help solve technology problems.
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Mukama, Evode. "Information and Communication Technology in Teacher Education : Thinking and learning in computer‐supported social practice." Doctoral thesis, Linköping : Department of Behavioural Sciences and Learning, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16304.
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Fisher, Kath, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics." THESIS_FSI_SEL_Fisher_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/429.
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The thesis investigates activism in the context of an empowering teaching of economics in two educational settings: TAFE and university. The chosen research methodology is critical action research and the thesis is framed as an emergent process, incorporating critical reflection on the researcher's own assumptions from the outset.The study showed that critical reflection requires a continual process of critical questioning to explore and undercover deeply held assumptions and beliefs. A key finding is the significance of relationship within an atmosphere of openness and trust in enhancing critical reflection. A significant finding was the emergent distinction between 'critical reflection' and 'critical reflexivity' and a significant implication from investigating the process of reflexivity is that an important role for activism may be that of the 'relexive inquirer', the person who assists the deeper reflection, with no agenda other than to explore, to understand and to reveal deeper meanings. Activism may well offer empowerment of a very different kind - the freedom to experience the world free of materialist desire, valuing the building of communities through connectedness with others and the environmentDoctor of Philosophy (PhD)
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Al-kefagy, Murtadha, and Cristina Nagy. "Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39669.
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This paper focuses on peer reviewing as part of the writing process and as a pedagogical strategy that can help students develop their writing and critical thinking skills. To do so, it examines the extent to which peer reviewing can develop English as a foreign language (EFL) students’ ability to evaluate and reflect on their writing in upper secondary school. Moreover, this study investigates whether digital tools can help to facilitate the peer review process. By reviewing and synthesizing ten empirical studies from the period 2013-2020, the study found that students who engage in peer reviewing in writing develop critical thinking skills, self-regulation and evaluation. It further shows that there is a consensus between researchers regarding the usefulness of peer review in developing critical thinking skills. However, the findings indicate the importance of including guided peer review training before peer review activities. Furthermore, there is a strong indication that digital tools can help facilitate the peer review process if used appropriately. Digital tools help engage students in the peer review process since they are able to interact with each other’s texts online. Lastly, the findings of the study are in line with the Swedish national curriculum and the English syllabus for upper secondary school. Therefore, teachers in Sweden should consider the use of familiar digital tools to engage students in peer review to develop their writing and critical thinking skills.
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Ramos, Ricardo Luiz de Souza. "The critical reflection as a key element in the improvement of the organizational learning capacity: a case study in a Brazilian organization." reponame:Repositório Institucional do BNDES, 2015. https://web.bndes.gov.br/bib/jspui/handle/1408/7561.
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This paper analyzes the relevance of having an environment that encourages critical reflection in a way to enhance organizational learning capacity. It focuses particularly on the organization's ability to deal with organizational cross-cutting issues (human resources, information technology, innovation, etc.) on a state-owned enterprise, the Development Bank, in Brazil. Although the bank has a culture of collegiate decisions, it´s possible to say that this feature is not enough to have an authentic and public reflection environment due to the power relations influence in the organization's ability to reflect, innovate and learn.Dissertação (mestrado) - Lancaster University, Reino Unido, 2015.
Bibliografia: p. 67-69.
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Depinet, Andrea E. "Becoming Critical Thinkers: The Impact of Treatments on Student Reflective Practice in the College Classroom." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1351524009.
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Milner, Marleen. "An evaluation of the influence of case-method instruction on the reflective thinking of MSW students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003025.
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Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.
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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors important for reflection were found to be primarily social and contextual, especially trained tutor and small pharmacy size. Notably, learning style or critical thinking did not correlate to students’ reflective ability. Tutors and students perceived that students used a wide variety of activities supporting learning of a broad repertoire of knowledge and skills, preparing them for coming professional working life. Tutors are most important to support learning. However, the current curriculum and formal activities do not address all these outcomes and learning activities used, e.g. workplace learning. The first overall conclusion is that internship plays an essential part in the pharmacist education program. The integration of formal and informal learning activities during internship, including raising awareness of incidental learning, is important to support students in learning the professional practice of pharmacy. This integration could possibly be strengthened by introducing further tutor training, different assignments, and by using portfolios. The second conclusion is that the community of practice is essential for students’ learning during internship, especially the student-tutor interaction. Hence, the entire social context has to be considered and it is important to ensure a good learning environment at pharmacies during internship. In summary, this thesis contributes to the understanding of students’ learning during pharmacy internship and introduces educational research on the Swedish undergraduate pharmacy education programs.
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Hutchings, Catherine Mary. "Narrative means towards literacy understandings: exploring transformations within literacies and migrating identities. An analysis of narrative reflections towards the development of critical reflective thinking by mature students in a classroom of wider access." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13351.
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Includes bibliographical references.An analysis of narrative reflections towards the development of critical reflective thinking by mature students in a classroom of wider access: This thesis reports on the narratives of transitions undergone by adult students, mostly speakers of English as an additional language at an English language dominated institution, in returning to studies at postgraduate level, often after breaks in which they had established themselves in their professional and social worlds. The transitions relate to their senses of self, their understandings of (socially constructed) allowances within the higher educational institution, their understandings of what constitutes learning, knowledge and meaning making, and their own roles in these processes, including the agency they take on in the process. In examining how agency is adopted, I look at the development of reflective functioning as reported by these students. I consider the development of, and changes in the ‘voice’ of the adult student learner/writer, as reported by them and evident in their own writing, both formal and informal. I investigate this within the framework of New Literacy Studies, in which reading and writing are regarded as aspects of literacy (and learning) practices, along with other aspects of discourses, including attitudes, understandings, values, beliefs and general practices of learning, knowledge, meaning making and conceptions of understanding. In addition, in reflecting on what students have said, or the stories they have given about their experiences, I have drawn on aspects of narrative theory in psychology and education, whereby, learners (and others) determine their experiences and outcomes by what they tell themselves of these stories. The stories students tell themselves affect the responsibility or agency they take on in their learning and writing, and this affects the sort of voice that is evident in their writing. My data comprise of compilations of dialogical journals written by students between each other and myself in a course I taught, aiming to help them towards an awareness of themselves as learners and writers within their learning. The original purpose of these dialogical journals was one of pedagogic intent. The exercise was intended as an endeavour to provide a n access route into the academy for the students: to practice writing English in a non - threatening ‘environment’, to promote the development of reflective and critical thinking and self - awareness as academic writers, and in the dialogical nature, to encourage a community of practice. My role in this exercise was to steer them towards reflective construction through my responses and general journal prompts, and to promote engagement with each other in their learning community. The journals became data for research as a secondary intention when, upon reflecting on the journals myself, I became aware that they provided useful illustrations of students’ transitions in ‘interpretive frameworks’; their means of making sense, their engagements within new knowledge communities and of their migrations of identities. For many adult learners, becoming ensconced within understood, or socially or institutionally constructed practices, and being able to replicate the practices or discourses of the institution as viable or acceptable and institutionally recognizable selves and voices within it, requires a major transition. This involves long migratory journeys across differing attitudes, beliefs, values, and ways of thinking and behaving. In this, the development of reflective functioning, the taking on of agency, and the sounding out of voice, all require attention and often, new learning.
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Alves, Elaine. "O desenvolvimento da competência crítica e reflexiva no contexto de um currículo integrado." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/83/83131/tde-05062014-115305/.
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INTRODUÇÃO: As Diretrizes Curriculares para os Cursos de Enfermagem afirmam que a estrutura dos cursos deve garantir um ensino crítico, reflexivo e criativo, orientado pelo princípio de ação-reflexão-ação. Acompanhando os movimentos nacionais, o Curso de Enfermagem da Universidade Estadual de Londrina (UEL) realizou mudanças curriculares, que culminaram na proposição do Currículo Integrado em 2000. Várias avaliações desse currículo foram realizadas, mas nenhuma sob o enfoque da competência crítica e reflexiva. OBJETIVO: Analisar a formação crítica e reflexiva no contexto de um currículo integrado. PERCURSO METODOLÓGICO: Realizou-se uma pesquisa qualitativa, cujo método de interpretação foi a hermenêutica-dialética. O estudo foi realizado no Centro de Ciências da Saúde da UEL. O foco foi o Curso de Graduação em Enfermagem. Os sujeitos da pesquisa foram os docentes que vivenciam o projeto pedagógico do Currículo Integrado. Nas entrevistas, buscou-se verificar a percepção de docentes sobre o que vem a ser a competência crítica-reflexiva, como desenvolver essa capacidade e o que tem sido realizado no Curso para esse fim. Concomitante às entrevistas foram analisadas as resoluções e deliberações relativas às alterações do projeto pedagógico ocorridas no período de 2000 a 2012 e dois livros publicados sobre o currículo. RESULTADOS: A análise dos documentos revelou que o Currículo Integrado sofreu alterações para possibilitar sua viabilização na prática, tendo em vista condicionantes não sopesadas quando de sua concepção. Ainda assim, os princípios filosóficos e socioculturais conservaram-se inalterados e levam em conta uma reflexividade de cunho sociocrítico e emancipatório. Com base nos referenciais de pensamento crítico e reflexivo de Schön e Freire, identificaram-se duas categorias empíricas oriundas das concepções do pensamento crítico manifestadas pelos professores: uma tradicional-liberal e uma concepção mista, na qual foram identificados elementos relacionados a uma visão sociocritica e emancipatória da competência crítica e reflexiva. As categorias empíricas em relação à prática docente foram: levar estudante a relacionar os conteúdos teóricos à prática; fazer perguntas, aplicar metodologias ativas e usar processos avaliativos. Quanto às fortalezas foram mencionadas: a integração de conteúdos básico-clínico, a manutenção das áreas de conhecimento e as metodologias ativas. As fragilidades foram: o tempo restrito, o contexto do processo de trabalho docente, o despreparo e a falta de intencionalidade do professor e a postura do estudante frente à nova situação de aprendizado. CONCLUSÃO: Conclui-se que o pensamento e a atitude docente em relação a sua própria reflexão-ação e ao que preconiza o Currículo Integrado no que diz respeito ao pensamento crítico e reflexivo precisam ser revisitados a fim de resgatar a proposta pedagógica original. Espera-se que este trabalho possa instrumentalizar as escolas de Enfermagem que tem um Currículo Integrado ou que estão em processo de reformulação curricular.INTRODUCTION: Curriculum Guidelines for Nursing Courses claim that the structure of the courses must secure a critical, reflective and creative teaching, guided by the action-reflection-action principle. Following national movements, the Nursing course at the State University of Londrina (UEL) made curriculum changes that culminated in the proposition of the Integrated Curriculum in 2000. Several evaluations of this curriculum were made, but none under the approach of critical and reflective competency. OBJECTIVE: To analyze the critical and reflective training in the context of an integrated curriculum. METHODOLOGY: We conducted a qualitative study using the dialectical-hermeneutic interpretation method. The study was conducted at the Center for Health Sciences at UEL. The focus was on the Undergraduate Program in Nursing. The subjects were teachers who experience the pedagogical project of Integrated Curriculum. In the interviews, we sought to verify the perception of teachers about what they consider to be the critical-reflective competence, how to develop this ability and what has been done in the course for this purpose. Concurrent to the interviews, resolutions and deliberations were analyzed concerning the pedagogical changes that occurred in the period from 2000 to 2012 and two books published about the curriculum. RESULTS: The analysis of the documents revealed that the Integrated Curriculum has changed to enable its feasibility in practice in view of constraints not considered when it was designed. Still, the philosophical and sociocultural principles kept unchanged and take into account a socio-critical and emancipatory reflexivity. Based on the benchmarks of Schön and Freires critical and reflective thinking, two empirical categories were identified, derived from conceptions of critical thinking expressed by teachers: a traditional-liberal one and a mixed one, in which elements have been identified related to a socio-critical and emancipatory point of view of the critical and reflective competence. The empirical categories in relation to the teaching practice were: lead student to relate the theoretical contents to the practice, ask questions, apply active methodologies and use evaluation processes. Regarding positive aspects, the following ones were mentioned: the integration of basic and clinical contents, the maintenance of areas of knowledge and active methodologies. Weaknesses were: limited time, the context of the teaching process, the teachers unpreparedness and lack of intentionality and the students attitude towards the new learning situation. CONCLUSION: We concluded that the thought and teaching attitude regarding his/her own reflection-action and advocating the Integrated Curriculum with regard to critical and reflective thinking need to be revisited in order to re-establish the original pedagogical proposition. It is hoped that this work can equip Nursing Schools that have an integrated curriculum or are in the process of curriculum reform.
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Webber, Robert. "Thinking the presence of the present, critical reflections on subjectivity, the law, and the politics of group rights (illustrated through a case study of the campaign to recognise multiracial identity in America)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ49298.pdf.
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Fisher, Joyce Ann. "Critical thinking in critical care nurses." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036181.
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Critical care nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession. If clinical nurses do not learn how to reason effectively, they may make inappropriate decisions about their patients' care, ultimately resulting in increased patient mortality (Fonteyn, 1991). In addition, increasing nurses' decision-making and autonomy has been shown to improve job satisfaction and retention (Prescott, 1986).There are many authors who write about the need for developing critical thinking skills among practicing professional nurses (Creighton, 1984; Jenkins, 1985; Levenstein, 1981, 1983, 1984). However, research assessing the impact of continued education and clinical experience on the development of critical thinking skills is sparse.The purpose of this exploratory study is to determine if there is a relationship between the level of critical thinking skills (as measured by the Watson-Glaser Critical Thinking Appraisal Tool, 1980) in critical care nurses and the length of nursing experience, amount of continuing education pursued annually, and the level of formal nursing education completed. The conceptual framework that provides the basis for this study is Patricia Benner's (1984) application of the Dreyfus Model of Skill Acquisition to clinical nursing practice.Participants (N = 61) were obtained on a voluntary basis from the population of critical care nurses working in the intensive Care Unit, Coronary Care Unit, Cardiac Catheterization Laboratory, or Emergency Care Center of a 600 bed midwestern acute care facility. Each participant in the study was asked to sign an informed consent agreeing to participate after receiving a written and oral explanation of the study. Confidentiality of the participants was maintained by substituting identification numbers for the subjects' names on the data collection instruments. The investigator supervised the administration of the critical thinking instrument and demographic questionnaire.The Pearson product-moment correlation coefficient and a two-tailed t-test for independent samples were used to determine if there were any significant relationships between the WGCTA score and the length of critical care experience, attendance of continuing education programs, or completion of additional formal education. This data analysis supported hypothesis one with the results revealing a significant positive correlation (r = .46, p = <.001) between the WGCTA scores and the length of critical care experience. In addition, a statistically significant but weak positive correlation was found between the WGCTA scores and the length of experience in CCU (r = .52, p = .001). No significant correlation existed between the WGCTA scores and length of experience in ECC, ICU, or CCL. Hypothesis two was supported with a significant difference (t = 3.58, df = 59, p = .001) found between the critical thinking ability of the two groups, with those who have completed an additional formal program of nursing education scoring higher. A significant but weak positive correlation (r = .30, p =.020) was found between the number of continuing education programs attended annually and the WGCTA scores. Multiple regression was performed with the total WGCTA score being the dependent variable and total critical care experience, completion of additional formal education, and attendance of continuing education programs being the independent variables. Only total critical care experience entered the equation (E = 16.03, p = <.001) explaining 21% of the variance.The information gained from this study will provide direction for the review of existing orientation, continuing education, and staff development programs provided at different levels of nursing experience and make suggestions for change to enhance critical thinking skill development.School of Nursing
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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i
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McDonald, Jason K. "Technology I, II, and III : criteria for understanding and improving the practice of instructional technology /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1610.pdf.
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Azar, Elif Zeynep, Çağlayan Erdönmez, and Desirée Verscheijden. "Developing Critical Thinking." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6586/.
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Baars, Daniela, Michal Bajzík, Stanislav Pisarčík, and Ines Weiser. "Developing critical thinking." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6579/.
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1. What does critical thinking mean?
2. Critical thinking in school
3. Critical thinking as a process
4. Analysing and evaluating the questionnaire
5. Interview with one of the students
6. Analysis and evaluation of the assignments
7. Conclusion
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Groell, Janine, Caroline Stern, and Pelin Turgut. "Developing critical thinking." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6596/.
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1. What does Critical Thinking mean?
2. Critical Thinking as defined by EVE and other authors
3. Analysing and evaluating the questionnaire
4. Developing critical thinking with the strategies
5. Problems and solutions while developing critical thinking
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Medved’, Jakub, Tomáŝ Matisovskŷ, and Maico Suijkerbuijk. "Developing critical thinking." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6602/.
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1. Defining critical thinking
2. The importance of thinking critically about family values
3. How to teach critical thinking
4. Strategies as a means to develop critical thinking
5. Critical thinking in the EVE lessons
6. Conclusion
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Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.
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Nabal, Venessa. "Living the theory : an enquiry into the development of a psychotherapist in training." Diss., Pretoria [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-02032010-175633/.
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BRAG, Gustava. "PREDICTING THE FUTURE OF INFLUENCER MARKETING : How Public Relations Experts perceive and measure the impacts of Influencer Marketing in their organizations. A Critical Study reflecting the discussions and future thinking of this particular phenomenon." Thesis, Stockholms universitet, Institutionen för mediestudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-172674.
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The body of marketing is drastically changing, pushing frontiers in numerous of domains, geographically, behaviourally and strategically with much enhanced technology in an increasingly globalized world. As this phenomenon pushes forward on many fronts, it is worthwhile to ask what will happen in the near future in this field. In today’s society ‘Influencer Marketing’ is known to be an incredibly popular and successful marketing tool, where one might be wondering: What is a plausible future in this area? What are the potential threats and challenges (if any) that we may encounter? What drives Influencer Marketing in organizations and what questions do they have about its impacts and measurements? I am hoping to fulfil this gap with the assistance of Critical Future Studies, Inayatullah (1990,1998) Luke Goode, Michael Godhe (2017,2018) in analysing the various facts and information that are being addressed and most importantly critically assess what is being missed. This Master thesis is a critical study, reflecting the future thinking and strategies relating to Emotional Branding, Danny Brown, Sam Fiorella (2013) made by experts in the fields of Public Relations, using a quantitative content analysis and semi-structured interviews. The chosen methods demonstrate two distinctive results, the content analysis showing a rather positive overview whereas the semi-structured interviews unpack the complexities and challenges in Influencer Marketing and has a negative stance towards its future. Future Studies, is a rigorous branch of study, where unfortunately no one can know for certain what the future holds, however I believe that it is important that we acknowledge values and invite scholars to join this critical dialogue about possible futures and the way we can imagine and discuss the future. The results in this thesis also further demonstrates the necessity in studying this branch of study due to the contradicting answers that are being addressed in the analysis. This thesis also intends to signify that it will not be closure but an encouragement to consider the impetus for a much larger conversation.
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RAMÍREZ, RONCANCIO Nancy Lizeth. "Desenvolvimento do pensamento reflexivo: avaliação da qualidade da argumentação em situação de debate crítico." Universidade Federal de Pernambuco, 2012. https://repositorio.ufpe.br/handle/123456789/19133.
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Pesquisa qualitativa de tipo longitudinal de série de casos,que analisouaspossíveis transformações no uso dos critérios de avaliação de argumentos de estudantes universitários quando estes examinaa qualidade dos argumentos produzidos por seus pares em contexto de debate crítico(FUENTES, 2009). O pressuposto principal desta pesquisa surge a partir do papel mediador conferido à argumentação no desenvolvimento do raciocínio (KUHN, 1991; LEITÃO, 2000), a partir do qual se assume que a participação e prática ematividades de debate crítico –processo de negociação discursiva de caráter argumentativo –mobiliza o surgimento de operações específicas de raciocínio que privilegiam a reflexão sobre o próprio pensamento (FUENTES, 2009). Pressuposto fundamentado nacompreensão da cognição como um sistema complexo de funcionamentos psicológicos,construídos a partir da relação de interdependência entre o sujeito e o ambiente histórico-cultural, que possibilita a interpretação e o entendimento da realidade circundante (cf. VIGOTSKI, 2000/1934; BRUNER, 1991); do papel da linguagem como fundamental na constituição da cognição humana e como parte relevante na construção e transformação do pensamento (Leitão, 2000;2007;2008); e da natureza metacognitiva da argumentação como o mecanismo que instaura a reflexão sobre o próprio pensamento(LEITÃO, 2007b). O cenário de construção do corpus de dados desta pesquisa foi gerado no contexto de implementaçãoda proposta de intervenção pedagógica que teve por base a adaptação para o contexto Brasileiro do Modelo do Debate Crítico(FUENTES, 2009)como recurso para a discussão dos temas curriculares de umcurso de graduação em psicologia. A análise apresentada se deu em dois níveis: o nível microanalítico, em que foi analisado o uso de critérios de avaliação da qualidade dos argumentos produzidos pelos pares ao longo do semestre acadêmico, tomando como referência inicial os critérios força e solidez de GOVIER (2010); e onível macroanalítico,onde analisou-se see comose transforma o uso de critérios de avaliação diante da avaliação da qualidade dos argumentos produzidos por seus pares. Como resultado,comprova-se o uso de critérios dialéticos no exame interno dosargumentos e a emergência de critérios pragmáticos referentesà avaliação do compromisso pragmático dos participantes com a situação de debate crítico (VAN EEMEREN, GROOTENDORST, & SNOECK HENKEMANS, 2008; FUENTES, 2009;2011), mesmo que seu uso não seja incorporado da mesma forma em todos os casos analisados. O ganho progressivo no uso de critérios de avaliação de parte dos alunos parece ser marcado pelo aumento na diversidade e densidade de critérios que passam a utilizar, sobretudo, os de natureza pragmática.
Qualitative research of a longitudinal case series, where the main objective was researching about the development of reflective thinking of university students, through the analysis of possible changes in the use of criteria for evaluating arguments when it’s assessed the quality of arguments produced by their academic pairs (evaluators), while the students participatein an educational experience that provides intensive reflexion and argumentation about curricular themes (Model Critical Debate -MDC -proposed by FUENTES, 2009). The main assumption of the research comes from the arguments given to the mediating role inthe development of reasoning (KUHN, 1991; LEITÃO, 2000), where It’s assumed that the participation and practice in critical discussion -the negotiation process of discursive argumentative character -mobilizes the emergence of specific operations of reasoning, which emphasizes on reflective thinking (FUENTES, 2009). Assumption that is based on the understanding of the following statements: a) cognition as a complex system of psychological operation built from the interdependent relation between the subject and the historical and cultural context, which enables the interpretation and understanding of the surrounding reality (cf. VIGOTSKI, 2000/1934;BRUNER, 1991); b) the role of language as a fundamental part in the constitution of human cognition and in the construction and transformation of thinking (LEITÃO, 2000; 2007;2008);c) the metacognitive nature of the line of argument as a mechanism that establishes a reflection on the reflective thinking (LEITÃO, 2007b). The building scenary of data corpus wasgenerated in the context of implementation of the pedagogical intervention propose, from the Brazilian Model of Critical Debate (FUENTES, 2009), as a resource for discussing curriculum topics in a discipline of Psychology in a public university. The analysis took place at two levels: microanalitical and macroanalitical levels.Microanalític level. It was analyzed the use of criteria for assessing the quality of arguments produced by the academic pairs(evaluators), throughout the academic semester, taking as original reference the criteria of strength and solidity GOVIER (2010). At the macro-analytical level, it was examined, how the assesment criteria were transformed when the evaluation of the quality of the arguments was done by the academic pairs.(evaluators) As a result, It demonstrates the use of criteria in dialectical examination in the intern examinations of the arguments, and the emergence of pragmatic criteria based on the evaluation of participants’pragmatic compromises with the situation of critical discussion. (VAN EEMEREN, GROOTENDORST, & SNOECK HENKEMANS, 2008, FUENTES, 2009;2011) even if its use is not included in the same way by all analyzed cases, the progressive gain in the use of criteria for evaluating the students, seems to be marked by an increase in diversity and density of criteria which use especially those of a pragmatic nature.
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Merriman, Carolyn S. "Promoting Critical Thinking Tests." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8424.
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