Journal articles: '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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Bassachs, Marcel, Dolors Cañabate, Lluís Nogué, Teresa Serra, Remigijus Bubnys, and Jordi Colomer. "Fostering Critical Reflection in Primary Education through STEAM Approaches." Education Sciences 10, no. 12 (December 16, 2020): 384. http://dx.doi.org/10.3390/educsci10120384.

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This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.

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Smith, Sara, and Jan Martin. "Practitioner capability." Higher Education, Skills and Work-based Learning 4, no. 3 (October 20, 2014): 284–300. http://dx.doi.org/10.1108/heswbl-04-2014-0009.

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Purpose – The purpose of this paper is to investigate the role of creative activity and storytelling in assisting development of students’ reflective ability and critical thinking. Design/methodology/approach – Eight biomedical science students undertaking year-long work-based placements took part in this action research study. A coding scheme was designed to assess students’ reflections initially and at each stage of the study. Intervention activities involved students using mood boards, images and storytelling to assist development of creative learning spaces with a thematic approach employed to analyse both personal and collective reflections. Post-intervention evaluation considered possible long-term impact on students’ reflective ability. Findings – Students’ pre-intervention reports showed little reflection focusing mainly on competence demonstration and descriptive situation summaries. During the intervention workshops, all students demonstrated both identification of self as a practitioner and a critically reflective approach. However, this was not maintained long term as initial post-intervention reports tended to revert to a more descriptive style of writing suggesting longer-term support is required. Research limitations/implications – The importance of further research into the long-term usefulness of creative collaborative learning spaces in work-based programmes is suggested. Originality/value – This is the first study investigating the approach to supporting critical reflection during work placement in biomedical scientists. It is suggested that the current competence-based training programme provides limited opportunities for developing and embedding critical reflection. Where opportunities are provided, such as creative learning spaces, students’ critical reflection was greatly enhanced. However, it appears essential that this approach is maintained throughout training as critically reflective skills developed during collaborative learning have limited transferability to subsequent reflective report writing.

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Sanchez Adorno, Sandra. "Guiding and Evaluating Reflection: A Music Teacher’s Guide." Music Educators Journal 107, no. 3 (March 2021): 54–62. http://dx.doi.org/10.1177/0027432121998480.

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The more critically one reflects on their teaching, the more conscious they becomes of the whys and hows associated with an experience. However, reflection and critical analysis are no easy feats. The structure provided by reflective frameworks can offer music educators guidance in understanding reflection, evaluating reflective thinking, and measuring growth in conjunction with or in the absence of a mentor.

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Wei, Yuehong. "CULTIVATING CRITICAL THINKING ABILITY IN BTI IN CHINA." Indonesian EFL Journal 4, no. 2 (August 4, 2018): 90. http://dx.doi.org/10.25134/ieflj.v4i2.1380.

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It is very vital for students in BTI to grasp the critical thinking ability, but how to cultivate this ability in the fundamental courses is a big problem to be solved. This study is to employ the teamwork, such as group discussion and group representation, and reflection log in the teaching process, investigating the dynamic situation through questionnaires. The results showed that group discussion, group presentation and reflection log are the effective ways to promote students� critical thinking skills; however it cannot improve the critical thinking promptly in such a short time and it will be a successive process. Therefore, carrying out some class activities can enhance students� critical thinking skills in English reading class.Keywords: BTI, English reading, critical thinking, teamwork, reflection log

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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (February 18, 2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.

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Beekum, Servaas Van. "Mindfulness and Leadership: A Critical Reflection." Business and Management Studies 2, no. 1 (November 5, 2015): 44. http://dx.doi.org/10.11114/bms.v2i1.1190.

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This paper critically highlights the history and the current use of the concept of mindfulness, from its Buddhist roots via medical application and organizational consulting into its application as a management tool. The paper puts the concept of mindfulness in its historical context, mentions some of the controversies the ‘brand of mindfulness’ has stirred and prefers the term ‘being mindful’ over ‘mindfulness’. However, as Stolarov (1992) argued: the mind in isolation is a myth. The mind itself is social and relational in such a way that the intrapsychic inner world is directly related to the relational context in which it is embedded. In consulting and management, being mindful is, beyond an individual process of growth and development, also relational, recognizing that there are two or more entities working in a mutual and reciprocal process. Once we apply ‘being mindful’ on professionals in organizations it is clear that this can improve the wellbeing of leaders, managers and staff and the overall effectiveness of an organization. In the organizational literature the concept of ‘deep thinking’ is explored in marketing and sales. The paper promotes, explores and elaborates the concept of being mindful, including deep thinking, as essential for practical and spiritual aspects of organizational and corporate life, in particular for the transformational tasks of leaders and managers. Eight characteristics of mindful leadership are elaborated. Finally the potential parallel process of the rise of mindfulness and transactional analysis, stands out as a warning.

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Machynska, Natalііa. "Technology of Development of Critical Thinking of Elementary School Pupil: Practical Aspects of Self-Education." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (December 29, 2017): 30–37. http://dx.doi.org/10.32919/uesit.2017.04.03.

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The article is devoted to separate aspects of the development of critical thinking of an elementary school student. The author suggests separate definitions of the concepts of "thinking", "critical thinking"; provides a comparative analysis of critical and everyday thinking; emphasizes the need for the development of critical thinking among schoolchildren, its interconnection and interdependence with teacher's reflective reflection. The article proposes the characteristic of the integrity of the educational process, describes various educational approaches to determining the level of formation of reflexivity of thinking in elementary school students.

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Yu, Hong-Jing, Dong-Lan Ling, and Jia-Le Hu. "Advancing the quality of care and nursing practice through emancipatory reflection." Frontiers of Nursing 6, no. 1 (May 20, 2019): 1–4. http://dx.doi.org/10.2478/fon-2019-0002.

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Abstract Reflection is a fundamental skill of health-care professionals and plays an important role in ensuring the quality of care in health-care practice. It is believed that undertaking reflection in practice can help nurses develop an awareness of a sense of personal power and agency, cultivate their critical thinking ability and help them promote their professional development. However, reflection has not been introduced widely as a nursing curriculum in China, and literature shows that some clinical nurses lack critical thinking skills and critical reflective practice skills by reason of not receiving systematic education on reflection when they were at nursing college. Therefore, we present a series of seven articles focused on prevalent and interesting practice-based events to reflect on in this special issue. The main aim is to disseminate reflective methodology and techniques and present examples of reflective writing for nurses. It is expected that these articles will help to lead Chinese nurses to adopt critical emancipatory reflective processes to bring about transformative actions.

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ERDOGAN, Fatma. "Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–24. http://dx.doi.org/10.14689/ejer.2019.80.5.

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Zimmerman, Denise, and Jobeth Pilcher. "Implementing NICU Critical Thinking Programs: One Unit’s Experience." Neonatal Network 27, no. 4 (July 2008): 231–38. http://dx.doi.org/10.1891/0730-0832.27.4.231.

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Critical thinking is the hallmark of today’s nursing practice environment. Nowhere is this more critical than in the high-tech environment of the NICU. Despite the importance of critical thinking in nursing practice, there is limited information on the process of teaching new NICU nurses to think critically. Based on the principles of adult education, orientation and continuing education for NICU nurses should be goal directed, build on the learner’s prior experience, and build in opportunities for active participation, reflection, and experiential learning. This article reviews the principles of adult education and their application to the process of teaching critical thinking in the NICU. One unit’s experience of critical thinking education is used to provide concrete examples of how NICU education can be transformed from a traditional didactic methodology to a more dynamic experiential approach.

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Campbell, Cynthia G., and Brianna R. Oswald. "Promoting Critical Thinking Through Service Learning." Teaching of Psychology 45, no. 2 (March 23, 2018): 193–99. http://dx.doi.org/10.1177/0098628318762933.

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As stated in APA Learning Outcomes 2 and 3, two central goals of higher education instruction are promoting students’ critical thinking skills and connecting student learning to real-life applications. To meet these goals, a community-based service-learning experience was designed using task value, interpersonal accountability, cognitive dissonance, and guided reflection, and was implemented to motivate and promote students’ critical thinking skills in a human development psychology course. Students in this course served as home visitors or support-group facilitators to vulnerable families and reflected on their experiences in class assignments. Qualitative evidence from class discussions and journal entries, and quantitative data from the analysis of student essays, suggest that the majority of students engaged in critical thinking skills across the semester, particularly in using a broader locus for understanding and addressing issues experienced by their client families.

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Wall, Tony. "Žižekian ideas in critical reflection." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 5–16. http://dx.doi.org/10.1108/jwam-04-2016-0005.

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Purpose The purpose of this paper is to examine how deeper psychosocial structures can be examined utilising a contemporary provocative theory within workplace reflection to generate more radical insights and innovation. Design/methodology/approach This paper outlines a provocative theory and then presents case examples of how deeper structures can be examined at the micro, meso and macro levels. Findings Deeper psychosocial structures are the forces that keep the status quo firmly in place, but deeper examination of these structures enable radical insights and therefore the possibility of innovation. Research limitations/implications Deep psychosocial structures shape and constitute daily action, and so work-based and practitioner researchers can be tricked into thinking they have identified new ways of working, but may be demonstrating the same workplace behaviours/outcomes. Workplace behaviours, including emotional responses to apparent change, are key indicators of deeper structures. Practical implications Ideas and processes for examining deeper structures can be integrated into daily reflective practices by individuals, within organisational processes, and wider, system processes. However, because deeper structures can appear in different forms, we can be tricked into reproducing old structures. Social implications Examining deeper structures increases the possibilities for more radical insights into workplace structures, and therefore, how to potentially mobilise innovations which may better serve people and planet. Originality/value This paper is the first to examine the work of Slavoj Žižek in the context of work-based learning.

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Costa, Sandro Lucas Reis, Fabiele Cristiane Dias Broietti, and Marinez Meneghello Passos. "THE LEVELS AND NATURE OF PRE-SERVICE CHEMISTRY TEACHERS' REFLECTIONS IN A PUBLIC UNIVERSITY IN SOUTHERN BRAZIL." Problems of Education in the 21st Century 78, no. 2 (April 15, 2020): 147–66. http://dx.doi.org/10.33225/pec/20.78.147.

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The development of teacher education focusing on reflective practice as well as the study of pre-service teacher reflections are educational concerns. This research seeks to categorize the levels and the nature of pre-service Chemistry teachers' reflections in a public university in Southern Brazil. For this, autoscopies of the pre-service teachers' microteachings were conducted in a supervised internship discipline. Data were collected through an open questionnaire and with the autoscopies of their microteachings. The analytical procedures were performed according to Content Analysis, from which the results show that the pre-service teachers engaged in three distinct levels of reflection: technical descriptions, deliberate reflections and critical reflections when thinking about their own microteaching experiences. By analysing the nature of the reflections, six categories emerged; reflections on: class planning; their teaching; the objectives; personal aspects; the autoscopy; and the students. The research results showed a low incidence of critical reflections, presenting the possible difficulty pre-service teachers had in this level of reflection. The Reflective Intervention proved to be useful for promoting reflections of the three levels of reflection, especially level 2 reflections, which consists of deliberate reflections. The results and analyses of this study contribute to the research in reflective teacher education in science, specifically in regards to a greater understanding of the levels and nature of pre-service teachers' reflections and the use of reflective interventions as an approach to promote critical and deliberate reflections in science teacher education. Keywords: autoscopy, reflection level, reflection nature, science teacher education.

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Linina, Iveta, and Velga Vevere. "CRITICAL THINKING AS GROUNDS OF SOCIALLY RESPONSIBLE COMMUNICATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 1 (June 16, 2021): 149–54. http://dx.doi.org/10.17770/etr2021vol1.6572.

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Companies and individuals are willing to introduce the principles of social responsibility in their everyday working practices, still, in order to accomplish this and to have real gains for the company and society, the concept of social responsibility has to be understood in the broadest sense. This understanding is based on critical information processing or critical thinking. Information can be obtained through reflection, observation, communication, experience, etc. The aim of the research is to study the factors that influence the basic principles of critical thinking formation, which are the basis of socially responsible communication. The authors employ the monographic method for charting the theoretical framework, the survey to research respondent’s’ ability to evaluate information critically and to make socially responsible decisions. As the result of research the authors conclude that development of the critical thinking competences can raise the level of social responsibility on the individual and societal level.

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Ilyas, Hamzah Puadi. "Indonesian EFL Teachers' Conceptions of Critical Thinking." Journal of ELT Research 3, no. 1 (February 6, 2018): 29. http://dx.doi.org/10.22236/jer_vol3issue1pp29-37.

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This study aims to investigate the Indonesian EFL (English as a Foreign Language) teachers’ conceptions of critical thinking. 59 teachers coming from three different provinces (Jakarta, Banten, West Java) in Indonesia participated in this study by answering open-ended questionnaire. The questionnaire asked two questions. The first question asked whether the participant recognised the term ‘critical thinking.’ The second question asked how the participant conceptualised critical thinking. The study found that only one teacher who never heard the term critical thinking. With regard to the conceptions of critical, there were some emerging themes such as analysis, evaluation, criticism, creativity, problem solving, reflection, curiosity, and even Bloom’s taxonomy. Findings of this study are similar to the critical thinking conceptions proposed by Western academics.

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Helyer, Ruth. "Learning through reflection: the critical role of reflection in work-based learning (WBL)." Journal of Work-Applied Management 7, no. 1 (October 6, 2015): 15–27. http://dx.doi.org/10.1108/jwam-10-2015-003.

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Purpose The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach This paper presents an contextualist examination of reflection in the WBL environment. Findings People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977). Practical implications If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. Social implications By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal. Originality/value This paper represents the first study which examines the role reflection plays in WBL.

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Dienichieva, Olha I., Maryna I. Komogorova, Svitlana F. Lukianchuk, Liudmyla I. Teletska, and Inna M. Yankovska. "From Reflection to Self-Assessment: Methods of Developing Critical Thinking in Students." International Journal of Education and Information Technologies 15 (August 27, 2021): 227–36. http://dx.doi.org/10.46300/9109.2021.15.23.

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The main task of a higher education institution is to prepare a student for professional duties in a rapidly changing world. To effectively perform this task, it is necessary to give students not only knowledge but also to develop the necessary skills and abilities, in particular to develop critical thinking. The purpose of this work was to develop a methodology for the development of critical thinking of students, as well as to investigate its effectiveness. The study used the method of synthesis, which developed a method of developing critical thinking of students. To diagnose the effectiveness of the proposed method used the test "Critical Thinking" L. Starkey adapted by O. Lutsenko. In the study the peculiarities of the development of such critical thinking skills as reflective thinking, self-analysis, awareness of one’s own achievements and shortcomings, choice of problem-solving strategy, use of cognitive models of learning (Socratic dialogue, Paul & Elder taxonomy) are revealed. It was found that the development of critical thinking was achieved through a comprehensive combination of self-assessment and reflection, performing exercises to develop the ability to clearly articulate the problem, find, analyse and interpret relevant information, draw the right conclusions and explanations.The results of this study can be useful to researchers and university professors who are looking for effective methods of developing critical thinking in students.

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Gray, Timothy William, and Christopher John Coombs. "Developing professional judgement in surgical trainees: the role of critical reflection." Australasian Journal of Plastic Surgery 1, no. 1 (January 30, 2018): 104–9. http://dx.doi.org/10.34239/ajops.v1i1.34.

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Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.

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ERDEM METE, Defne. "Fostering critical thinking skills in ELT through video-based reflection." Dil ve Dilbilimi Çalışmaları Dergisi 16, no. 1 (March 29, 2020): 104–25. http://dx.doi.org/10.17263/jlls.712662.

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Kang, Han. "Is the Thinking a Resistance? - Adorno and Critical Self-Reflection -." Journal of Korean Philosophical Society 151 (August 31, 2019): 1–21. http://dx.doi.org/10.20293/jokps.2019.151.1.

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Shiau, Shu-Jen, and Chung-Hey Chen. "Reflection and Critical Thinking of Humanistic Care in Medical Education." Kaohsiung Journal of Medical Sciences 24, no. 7 (July 2008): 367–72. http://dx.doi.org/10.1016/s1607-551x(08)70134-7.

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Yukawa, Joyce. "Co-reflection in online learning: Collaborative critical thinking as narrative." International Journal of Computer-Supported Collaborative Learning 1, no. 2 (June 2006): 203–28. http://dx.doi.org/10.1007/s11412-006-8994-9.

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Klein, Perry, David R. Olson, and Keith Stanovich. "Structuring Reflection: Teaching Argument Concepts and Strategies Enhances Critical Thinking." Canadian Journal of School Psychology 13, no. 1 (December 1997): 38–47. http://dx.doi.org/10.1177/082957359701300104.

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Welsh, M. Ann, and Gordon E. Dehler. "Combining Critical Reflection and Design Thinking to Develop Integrative Learners." Journal of Management Education 37, no. 6 (December 10, 2012): 771–802. http://dx.doi.org/10.1177/1052562912470107.

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Novakovich, J. "Fostering critical thinking and reflection through blog-mediated peer feedback." Journal of Computer Assisted Learning 32, no. 1 (October 22, 2015): 16–30. http://dx.doi.org/10.1111/jcal.12114.

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Howes, Loene M. "Critical thinking in criminology: critical reflections on learning and teaching." Teaching in Higher Education 22, no. 8 (April 24, 2017): 891–907. http://dx.doi.org/10.1080/13562517.2017.1319810.

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Katoningsih, Sri, and Ilham Sunaryo. "PROGRAMME FOR INTERNATIONAL STUDENT ASSESMENT (PISA) AS READING LITERACY STANDARD: CRITICAL THINKING SKILL IS PRIORITY." Education, Sustainability And Society 3, no. 1 (January 24, 2020): 08–10. http://dx.doi.org/10.26480/ess.01.2020.08.10.

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Reading literacy is an understanding applying, reflecting and engaging process with written texts to achieve goals, develop the knowledge and participate of society. The ability to think critically is an important ability for students because it can connect the gap between the problems taught at school and learning process. The ability to think critically can help in solving problems properly and appropriately. The research aims to analyze PISA as reading literacy standards can improve critical thinking. This research’s a quantitative descriptive research. So, the process of data analysis it can be valid and can be described precisely and completely qualitatively. Data collected through observation and questionnaires. This study was carried out by taking a sample of the ability of class XI children in SMA N Semarang. The population is 16 SMA N Semarang. The sample of this research is taken by random, each school consists of two classes. The type of data collected is in the form of quantitative data which are described qualitatively. Data was collected through interviews and questionnaires to see the extent of the student’s critical thinking skills. Data were analyzed through the critical thinking skills aspects, those are collecting information, conceptualizing, applying, analyzing, synthesizing, and evaluating information, experience, reflection, reasoning, and communication, and also PISA indicators are locating information, understand, evaluate and reflect. The research results indicate that the critical thinking skill is still weak when it was analyzed using the PISA indicators. The ways to increase the critical thinking skills is applied the PISA indicators. PISA indicators more effective to separate the information and detail to collect the information. Because of it, the critical thinking skills student is optimally increased.

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Zepke, Nick, and Linda Leach. "A critical reflection on a research partnership." Student Success 9, no. 3 (July 18, 2018): 1–12. http://dx.doi.org/10.5204/ssj.v9i3.452.

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This critical reflection asks what contributions a research partnership, active between 1997 and 2014, made to knowledge about student learning in higher education. It focuses on three overarching projects. The first, on assessment, addressed ways to empower students in assessment processes and make them fairer for students from diverse backgrounds. The second, on student retention and success, identified ways for students to integrate into higher education while also advocating that institutions adapt their cultures and practices to meet the needs of students from diverse backgrounds. The third, on student engagement, attracted considerable interest for a conceptual organiser of this complex construct. It included ten proposals for action and recognised the impact of non-institutional factors on engagement. It also found that engagement is best researched within institutions. A critical reflection on the influences of the projects suggests that their impact on assessment was negligible. However, the retention and engagement projects have influenced mainstream thinking.

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Fúquen Martínez, Aida Yolima, and Patricia Kim Jiménez Niño. "Implementing tasks that stimulate critical thinking in EFL classrooms." Cuadernos de Lingüística Hispánica, no. 21 (June 17, 2013): 143. http://dx.doi.org/10.19053/0121053x.1955.

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AbstractThis article of reflection introduces the insights drawn from a didactic activity implemented in two EFL classrooms at the Uptc (Universidad Pedagógica y Tecnológica de Colombia) in Tunja, by twoteachers belonging to the IIDI (Instituto Internacional de Idiomas). The activity was carried out with the objective to arise awareness about the need to strengten the critical thinking skill in undergraduate students through music and, by using the English language. The article aims to invite teachers to use this type of tasks stimulating reflection, problem-posing, and problem solving regarding social concerns. The findings state that the implementation of Critical Thinking relatedtasks can indeed become an effective strategy to foster criticality. The paper begins with the rationale. Afterwards, it presents the theoretical framework supporting the proposal, and shows the findings. Finally, the article ends with the conclusions, the appendix, and the references. Key Words: self-reflection, critical thinking, critical thinking related-tasks, metacognition, and arise awareness.ResumenEste artículo presenta las reflexiones que surgieron de una actividad didáctica implementada en dos aulas en donde se enseña el inglés como lengua extranjera, en la Universidad Pedagógica y Tecnológica de Colombia, Tunja, por dos docentes que pertenecen al Instituto Internacional de Idiomas. La actividad fue llevada a cabo con el fin de despertar conciencia sobre la necesidad de fortalecer la habilidad de pensamiento crítico en los estudiantes de pregrado, a través de lamúsica y usando el idioma inglés. El artículo pretende invitar a los profesores a usar tareas que estimulen la reflexión, la identificación de problemas de índole social y la forma cómo solucionarlos.El artículo empieza con la justificación. Después, presenta el marco teórico que respalda la propuesta y muestra los hallazgos. Finalmente, termina con las conclusiones, el apéndice y lasreferencias. Palabras clave: auto-reflexión, pensamiento crítico, tareas relacionadas con el pensamiento crítico, meta-cognición, despertar consciencia

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Hidayah, Ratna, Moh Salimi, and Tri Saptuti Susiani. "CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 1, no. 2 (December 20, 2017): 127. http://dx.doi.org/10.30738/tc.v1i2.1945.

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The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills are beneficial in improving the analysis skill, creativity, ability to make use of ideas or information, and looking for information skill as well as self-reflection. Learning can do the development of learners’ critical thinking skills. An important indicator in the critical thinking skills is interpreting which about an ability dealing with studying or analyzing, identifying the relevant or irrelevant sources, identifying and evaluating the assumptions, implementing various strategies to make the appropriate decisions, summarizing and regulating themselves.

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Priyanti, Nita, and Jhoni Warmansyah. "Improving Critical Thinking Skills of Early Childhood through Inquiry Learning." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (March 14, 2021): 2241–49. http://dx.doi.org/10.31004/obsesi.v5i2.1168.

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21st-century skills that children must have, namely the ability to collaborate, create, communicate and think critically. This study aims to improve critical thinking skills in children to adapt to their time. This research was conducted in group B of the Kindergarten in Madinah Pamulang, South Tangerang with a total of 20 children. The research method uses classroom action research with 2 cycles. Collecting data by means of observation, interviews, documentation and the data obtained were analyzed using quantitative and qualitative. The results showed that the children's critical thinking skills increased by 18.4% in cycle I and cycle 2 by 45% after research and corrective action were carried out. The results of the action in the second cycle of 45% prove that the children's critical thinking skills have increased significantly. Improvement occurs through simple experimental activities with the stages of problem finding, exploration, creation, and reflection. The conclusion of this study is that critical thinking skills in early childhood can be improved through inquiry learning.

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Aisah, Siti. "CRITICAL OF THOUGHT MUHAMMAD SYAHRUR (A REFLECTION)." Mu'amalat: Jurnal Kajian Hukum Ekonomi Syariah 11, no. 2 (December 9, 2019): 235–50. http://dx.doi.org/10.20414/mu.v11i2.2134.

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This paper aims to examine the thoughts of Muhammad Syahrur which is sourced from his book al-Kitab wa al-Qur'an: Qira’ah Mu'ashirah. Then compared also with the thought of Thahir al-Syawwaf which originates from his book entitled Qira’ah Mu'ashirah Syahrur, which has the title Tahafut al-Qira’ah al-Mu’ashirah. The method used is the study of literature on books from both thinkers. The results showed that the Methodology used by Syahrur in understanding God, nature, and humans is a philosophy with a focus on the philosophy of materialism. Then in understanding the characteristics and power of Islamic law, it must be stated two characteristics of hanafiyyah and istiqomah. These two properties are very contradictory but complementary. These two characteristics then gave birth to the limit theory. With this limut theory, Islamic law will have a dynamic movement in the midst of turmoil and the development of modern reality. Furthermore, what is stated by Syahrur, according to Syawwaf, is inseparable from the method of thinking that uses the philosophy of Marxism. Where social reality is used as a foothold in establishing law, does not make the Qur'an as a source of law.

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Wang, Xiaoli, and Huibin Zheng. "Reasoning Critical Thinking: Is It Born or Made?" Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1323. http://dx.doi.org/10.17507/tpls.0606.25.

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There is a heated debate over whether critical thinking can be taught in the educational field for the reasons that its definition is seldom comprehensively given and universally accepted by the academia, as well as its value and impacts on the development of learners’ critical thinking skills. Focusing on the practical use of critical thinking, the main concern in this paper is whether critical thinking can be taught, particularly in an EFL classroom. The reflection on several conceptions and characteristics of critical thinking will be firstly introduced. When discussing these accounts, the reasons that why it is challenging to teach critical thinking as well as why it can be taught in previous relevant literature will be presented. Then the current situations of critical thinking skills taught in the classroom, taking a Chinese EFL classroom for an example, will be illustrated and finally the reasons why it is popular as a tool in teaching and learning will be discussed.

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Readman, Mark, and Jenny Moon. "Graduated scenarios: Modelling critical reflective thinking in creative disciplines." Art, Design & Communication in Higher Education 19, no. 2 (October 1, 2020): 167–83. http://dx.doi.org/10.1386/adch_00021_1.

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This article describes the development and implementation of Jenny Moon’s ‘Graduated scenarios’ (2004, 2001, 2009) in the disciplinary context of media production. Graduated scenarios have previously been used to model different levels of critical thinking and reflection and have been based on situations and experiences that can be related to by a wide range of people. Our development of them in a specific creative disciplinary context, for use by students within that context, represents an evolution of the process, but we also consider the possible reception of such models in the context of debates around academic literacies and the degree to which they may be seen and used as contributing to an orthodoxy of expression. We acknowledge that this experiment in writing and pedagogy may be perceived as providing ‘exemplars of standards’, but argue that it actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing. Our four models of different levels of critical reflective writing are provided as appendices, and may be used or adapted as necessary. The production of such graduated accounts is ‘effortful work’, but the process can help us (academics) to better understand our own, as well as facilitating learners’, concepts of depth and ‘good practice’.

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Coulter, Maura, Fintina Kealey, Sarah Louise Langan, John McGarvey, and Serena Padden. "Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland." European Physical Education Review 26, no. 1 (April 8, 2019): 159–78. http://dx.doi.org/10.1177/1356336x19839412.

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Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ guided the PSTs’ observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunities for reflection-on-action. Examination of the data showed that PSTs extended their understanding of professional practice in: (a) questioning and demonstrating; (b) inclusion; (c) organisation and management; and (d) feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers.

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Buzdar, Muhammad Ayub, and Akhtar Ali. "Development of reflective thinking through distance teacher education programs at AIOU Pakistan." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 43. http://dx.doi.org/10.19173/irrodl.v14i3.1350.

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<span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow’s theory of reflective thinking, which divides thinking in four categories. The <em>Questionnaire of Reflective Thinking </em>(QRT) developed by Kember et al. (2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students’ job status and previous qualifications on their thinking patterns. <br /></span>

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Johnson, Anna Maria, and Nusrat Jahan. "Assessing the Impact on Critical Reading and Critical Thinking." Pedagogy 21, no. 2 (April 1, 2021): 277–94. http://dx.doi.org/10.1215/15314200-8811466.

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Abstract Although much has been written about the history of commonplacing, there is a lack of evidence-based research to show the extent to which this historical practice may still be valuable today as a pedagogy that educates citizens in critical reading for democracy. This article describes an institutional-review-board-approved, experimental study to answer this question. Three sections of the same first-year reading and writing course were compared: one section did not use commonplace books, a second section used commonplace books that included quotations only, and a third section used commonplace books with reflective writing. We expected to find that students who used commonplace books would perform better in end-of-study assessments than those who did not. Instead, we were surprised to find that many of the students who were not required to use commonplace books created their own note-taking methods that performed a similar function. In essence, they developed their own commonplace book culture and methodology using Google Docs and other social reading practices. Their performance was as strong as the students who used commonplace books.

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Tutbaeva, Zh, and G. Tokshylykova. "DEVELOPING CRITICAL THINKING SKILLS THROUGH PROFESSIONAL DEVELOPMENT." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 456–61. http://dx.doi.org/10.51889/2020-4.1728-7804.91.

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The paper is devoted to the role of critical thinking in teaching and focuses on asking the right questions to get the right answers. Critical thinking is being able to think logically and reasonably. It also provides novice teachers and students with practical example of a lesson plan for a reflective teacher. It helps to see the essential elements for a lesson plan, but most importantly it provides an example of a plan heading which is crucial before planning as it helps teachers think critically before they start the lesson. A critical thinker is analytical, reflective, fair-minded, positive, curious, perseverant and creative. The researchers suggest a lesson plan for PD workshop on the importance of critical thinking with detailed procedure.

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Dewi, Desy Triana. "Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa." Jurnal Pendidikan Ekonomi Undiksha 12, no. 1 (June 30, 2020): 1. http://dx.doi.org/10.23887/jjpe.v12i1.25317.

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The classroom action research is based on lack of student critical thinking skill has an impact result of learning. This study aims to analyze teacher and students’ activities, to improve students’ critical thinking skills and student response by applying Problem Based Learning model to the APBN and APBD materials in Development on eleventh grade of Social Major 3 in 1st Senior High School Puri Mojokerto. This study was conducted in two cycles. Each cycle uses the stages of study plan (planning), implementation (acting), observation (observing), and reflection (reflecting). The instruments used were a post-test to determine the ability to think critically and an observation sheet to find out the teacher's activities, the students' activities and students' responses to the application of Problem Based Learning model. The result showed that the students' critical thinking skills increased from 50% in cycle 1 to 87.5% in cycle 2. Furthermore, the teacher activity showed an increase from 74,76% in cycle 1 to 91.9% in cycle 2. While the students' activity also experienced an increase from 78.19% in cycle 1 to 84.57% in cycle 2, and the students' response reached 89.06%. Therefore, it can be concluded that based on the results, the application of Problem Based Learning model can increase students' critical thinking skills.

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Stupak. "IMPLEMENTATION OF REFLECTIVE MODEL OF EDUCATIONAL PRACTICE IN THE MODERN FINNISH SCHOOL." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 159–72. http://dx.doi.org/10.37835/2410-2075-2020-13-12.

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The article considers the example of a country whose educational system has absorbed the ideas of philosophical concepts of critical thinking of I. Kant and M. Lipman. After all, thanks to the dynamic integration processes in the world, we pay attention to reflective models of education, which lead us to the question: What is more relevant today – memorization of information or its critical analysis? The article attempts to investigate the organization of education in Finnish schools through the prism of I. Kant's reflexive model and M. Lipman's reflexive model of educational practice. I. Kant in his work «Critique of Pure Reason» used the concept of reflection in order to explain the specifics of the work of consciousness. He divided the concept of reflection into transcendental and logical. Logical reflection only compares concepts with each other and cannot judge things a priori. Transcendental reflection – the basis for the possibility of objective comparison of ideas with each other. Based on the provisions of Kant's work on reflection as a way of forming new concepts and judgments through the comparison of existing ideas, M. Lipman proposed a reflective model of education, which is devoted to his work «Reflective model of educational practice. The article also analyzes the role of phenomenon-based teaching and learning in the education of critical thinking, which is necessary for the successful life of the individual in the modern information society. The Finnish school shows us that the study of phenomena helps the student not only to understand what is happening, but pushes him to formulate an independent opinion on any issue in life. This creates an approach called «reflective model of education», which was fully discussed by I. Kant in the field of philosophy, and M. Lipman in the field of psychology and pedagogy. The article attempts to argue that the construction of the learning process in the Finnish school has the features of a reflexive paradigm of critical practice, which is its integral feature. The experience of organizing education in a Finnish school can be used in the development of a new Ukrainian school. Key words: reflection, reflective model of educational practice, critical thinking, criteria, judgments, phenomena, phenomenon-oriented learning and teaching.

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

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