Log in

Relevant bibliographies by topics / Critical thinking environments

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Critical thinking environments'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Critical thinking environments.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Critical thinking environments"

1

Saadé, Raafat George, Danielle Morin, and Jennifer D. E. Thomas. "Critical thinking in E-learning environments." Computers in Human Behavior 28, no. 5 (2012): 1608–17. http://dx.doi.org/10.1016/j.chb.2012.03.025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Macknight, Carol B. "Supporting Critical Thinking in Interactive Learning Environments." Computers in the Schools 17, no. 3-4 (2001): 17–32. http://dx.doi.org/10.1300/j025v17n03_02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Todd, Curtis L., Kokila Ravi, and Kenja McCray. "Cultivating Critical Thinking Skills in Online Course Environments." International Journal of Online Pedagogy and Course Design 9, no. 1 (2019): 19–37. http://dx.doi.org/10.4018/ijopcd.2019010102.

Full text

Abstract:

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

APA, Harvard, Vancouver, ISO, and other styles

4

Bekbayeva, Zhanar Sabyrovna, Temir Tlekovich Galiyev, Nazymgul Albytova, Zhazira Meirhanovna Zhazykbayeva, and Assem Bolatbekovna Mussatayeva. "Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments." World Journal on Educational Technology: Current Issues 13, no. 3 (2021): 397–406. http://dx.doi.org/10.18844/wjet.v13i3.5948.

Full text

Abstract:

In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners’ reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity.  Keywords: Education; higher-order thinking; reflective thinking; vocational students.

APA, Harvard, Vancouver, ISO, and other styles

5

Mathews, Samuel R., and Katie Lowe. "Classroom environments that foster a disposition for critical thinking." Learning Environments Research 14, no. 1 (2011): 59–73. http://dx.doi.org/10.1007/s10984-011-9082-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Akyüz, Halil İbrahim, Serap Samsa Yetik, and Hafize Keser. "Effects of metacognitive guidance on critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (2015): 133–48. http://dx.doi.org/10.14527/pegegog.2015.007.

Full text

Abstract:

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

APA, Harvard, Vancouver, ISO, and other styles

7

Yazar Soyadı, Bengi Birgili. "Creative and Critical Thinking Skills in Problem-based Learning Environments." Journal of Gifted Education and Creativity 2, no. 2 (2015): 71. http://dx.doi.org/10.18200/jgedc.2015214253.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Tiruneh, Dawit Tibebu, Mieke De Cock, and Jan Elen. "Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches." International Journal of Science and Mathematics Education 16, no. 6 (2017): 1065–89. http://dx.doi.org/10.1007/s10763-017-9829-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hickey, M. G. "Creating Opportunities and Environments for Critical thinking in the Elementary Classroom." Inquiry: Critical Thinking Across the Disciplines 10, no. 4 (1992): 14–15. http://dx.doi.org/10.5840/inquiryctnews199210434.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

van den Bosch, Karel, and Anne S. Helsdingen. "Improving Tactical Decision Making through Critical Thinking." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 3 (2002): 448–52. http://dx.doi.org/10.1177/154193120204600349.

Full text

Abstract:

Expert military commanders construct an initial but comprehensive interpretation of complex or unfamiliar tactical situations (story). They subsequently adjust and refine this story by evaluating available information, by searching for consistency, and by critically testing underlying assumptions. This approach is used to develop critical thinking training. Two effect studies were conducted. Individual commanders (study 1) and commanding teams (study 2) played scenario-based exercises in both simplified and high-fidelity task environments. Half the group received instruction, guidance, and feedback in critical thinking. The other half received the same scenarios, but without any support. After training, test scenarios were administered to both groups. Results showed positive effects on the process of tactical command (i.e. better argumentation for situation assessment) as well as on the outcomes (i.e. more and better contingency plans). The method supports not only individual commanders, it also helps teams to develop a common understanding of the situation and to co-ordinate team actions.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Critical thinking environments"

1

Cranston, Steven J. "High school and non-major college biology laboratory environments and critical thinking /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842592.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Deziel-Evans, Lisa. "An Investigation of Critical Thinking in Synchronous and Asynchronous Computer Conferencing Environments." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/486.

Full text

Abstract:

Programs that involve teaching and learning at a distance often include the use of computer conferencing as a means to promote discussion and to stimulate higher-order thinking among students. Critical thinking should be considered an important outcome of graduate education yet there is little information available regarding the effectiveness of either synchronous or asynchronous computer conferencing to promote higher-order thinking in higher education. Although it stands to reason that asynchronous discourse would provide students with more time for research, reflection and decision making when compared to synchronous forms of communication, research was needed to provide evidence that this was actually occurring. In this study, content analysis was used to investigate higher order thinking. The primary research question examined whether critical thinking occurred to a higher degree in an asynchronous computer conferencing environment when compared to a synchronous one. Thirty-five students in the Pharmacy Informatics elective course of the Doctor of Pharmacy (Pharm.D.) degree program at Nova Southeastern University (NSU) participated in the study. Students completed the California Critical Thinking Skills Test (CCTST) and the Myers-Briggs Type Index (MBTl) before the study. Students were randomized to four groups and were exposed to two asynchronous and two synchronous online discussions designed to take advantage of constructivist learning theory. These discussions were recorded and the content analyses coding scheme was used to measure cognitive (critical thinking) presence. Results were obtained by coding and examining 3742 synchronous and asynchronous online postings from the instructor and students. Differences between synchronous and asynchronous modes of computer conferencing were assessed in terms of cognitive presence, social presence, instructor participation, and instructor-student interaction, participation by personality type and participation by gender. Student perception of critical thinking in the two different environments was also compared. Results from the study indicated a significant difference in critical thinking and instructor participation between the two online conferencing environments. No differences in cognitive presence were seen by personality type or by gender. Students were able to perceive that more critical thinking occurred in the asynchronous conferences compared to the synchronous ones. Interrater agreement was reported.

APA, Harvard, Vancouver, ISO, and other styles

3

Copp, Susan E. "Critical Thinking in a Gifted Education Blended Learning Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479131245930239.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Chiu, Yi-Ching Jean, and res cand@acu edu au. "Exploring Student and Teacher Interactions for Critical Thinking in Face-to-Face and Online Environments in an EFL Course in Taiwan." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp108.11092006.

Full text

Abstract:

Current literature indicates a lack of exploration of factors relating to Taiwanese students’ critical thinking in the field of English as a Foreign Language (EFL). The research study was a case study based on the social constructivist framework. The aim of this study was to explore how teacher and students interactions online impacted critical thinking by addressing the social norm in Confucius Heritage Culture (CHC). The characteristics of the social norm of CHC do not readily support verbalizing thoughts and challenging others face-to-face in public, which are important to the practice of critical thinking. The research was conducted in an English-major reading class at a university in Taiwan. The data collection methods included focus groups, collaborative inquiry with the teacher, and the researcher’s participant observation in both face-to-face and online discussions. The findings suggested that students need teacher’s cognitive, affective, pedagogical and technical support and face-to-face small group support before engaging in online interactions. Modified debates in new face-to-face models of interaction helped maximise the social constructivist approach with the teacher’s shepherd facilitation. The online interaction patterns in a CHC context underwent a three-phase process, which described how CHC students externalised critical thinking within groups, inter-groups and inter-classes in online form. The study contributes to our understanding and the development of culturally suitable approaches to cognitive, affective, pedagogical and technical guidelines needed in facilitating EFL students’ critical thinking in face-to-face and online interactions in the context of Taiwan.

APA, Harvard, Vancouver, ISO, and other styles

5

Große, Christine. "Strategic Objectives in Complex Planning Environments : Insights from a Swedish Case for Critical Infrastructure Protection." Licentiate thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-32820.

Full text

Abstract:

Large-scale and long-term planning imposes extensive requirements on governance efforts regardless of whether it involves public organisations, private organisations, or both. The proportions of such planning entangle many actors and stakeholders as system components within and around a complex system. These system components and conditions in a complex planning environment introduce a diverse variety of strategic objectives into the planning. This study investigates how strategic objectives can affect the governance of complex planning systems, particularly in the context of national critical infrastructure protection. For this purpose, this thesis concentrates on a national planning procedure, STYREL, which Sweden has recently implemented for the case of power shortages. This case involves various actors from the national, regional and local levels who act on behalf of both public and private organisations in a planning process with four-year intervals, and it thus constitutes a relevant subject for this study. The investigation entailed the collection of evidence from documents and interviews. First, publicly available Swedish documents regarding the case provided an understanding of the planning. Second, interviews with decision-makers who are entrusted with this planning at municipalities and county administrative boards as well as with a few planners from power grid providers offered a deeper comprehension of both the proceedings in practice and the strategic objectives involved in this complex system for planning of critical infrastructure protection. Particularly, the findings resulted in several conceptual models that demonstrate these understandings in more detail. A soft system model visualises the problem situation and contains several elements, such as the system components, interrelations and conditions. Moreover, a multi-level planning model specifies sources of uncertainty in the planning and decision-making process that are associated with an insufficient alignment of strategic objectives in the STYREL case. These decompositions of the Swedish planning environment – both horizontal and vertical – further enabled this study to identify significant parameters of the systemic conditions and strategic objectives involved in such complex planning environments that challenge their governance. The findings of this study suggest that the Swedish process is not yet fully developed. The investigation particularly indicates that a better alignment of strategic objectives is necessary to ensure a selection of adequate goals and means that advances the future usability of the produced plan, which in turn would legitimate and strengthen this complex planning process for critical infrastructure protection.<br>Storskalig och långvarig planering ställer höga krav på styrning. Detta gäller oavsett om offentliga eller privata organisationer, eller båda, är involverade. Omfattningen av en sådan planering engagerar många aktörer och intressenter som komponenter inom och omkring ett komplext system. Dessa komponenter samt deras villkor inbäddade i en komplex planeringsmiljö skapar en mångfald av strategiska målbilder som följer med in till planeringen. Denna studie undersöker därför hur strategiska målbilder kan påverka styrningen av komplexa planeringssystem, särskilt i kontexten av skyddet av kritisk infrastruktur i samhället. Undersökningen fokuserar på en nationell planeringsprocess, kallad STYREL, som avser beredskapsplanering för elbristsituationer och som implementerats i Sverige. Planeringsmiljön omkring STYREL är ett relevant studieobjekt eftersom den involverar många aktörer från nationell, regional och lokal nivå. Dessa aktörer representerar offentliga och privata organisationer i den planeringsprocess som genomförs med fyraårsintervaller. Under undersökningens gång har bevis samlats in från dokument och intervjustudier. Först har offentlig tillgängliga dokument om fallet skapat en förståelse om planeringen. Intervjuer med beslutsfattare som är ansvariga för STYREL-planeringen hos länsstyrelser, kommuner samt elnätsbolag har sedan genererat en ännu djupare förståelse. Detta gällande både förfaringssättet i praktiken och de strategiska målbilder som är involverade i detta komplexa system för planering av kritisk infrastruktur-skydd. Resultaten ledde i synnerhet till några konceptuella modeller vilka demonstrerar förståelserna på ett detaljerat sätt. En systemmodell visualiserar problemsituationen och innehåller flera element såsom systemkomponenter, relationer och villkor. En multinivå-planeringsmodell specificerar källor av osäkerhet i planerings- och beslutsprocessen vilka är associerade med en otillräcklig harmonisering av strategiska målbilder i STYREL fallet. Dekompositionerna av den svenska planeringsmiljön – både horisontellt och vertikalt – gjorde det möjligt att identifiera signifikanta parametrar av de systemiska villkor och strategiska målbilder som är involverade i dessa komplexa planeringsmiljöer och utmanar deras styrning. Resultaten av studien indikerar att den svenska processen inte är fullt utvecklat. Undersökningen visar att en bättre harmonisering av strategiska målbilder är nödvändig för att säkerställa ett urval av adekvata mål och medel som skulle utveckla den framtida användbarheten av den producerade planen. Denna skulle i sin tur legitimera och stärka den komplexa planeringsprocessen för skyddet av kritisk infrastruktur. Därtill kunde detta främja en målgruppsorienterad kommunikation om risker och relevanta åtgärder.<br><p>Vid tidpunkten för framläggningen av avhandlingen var följande delarbeten opublicerade: delarbete 1 under granskning, delarbete 3 under granskning.</p><p>At the time of the defence the following papers were unpublished: paper 1 under review, paper 3 under review.</p>

APA, Harvard, Vancouver, ISO, and other styles

6

Carmichael, Christine (Erst). "Exploration of critical thinking in environmental subjects." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/420.

Full text

Abstract:

This qualitative research study investigated the expression of critical thinking in environmental subjects at university level in Australia. It also explored the strategies used by lecturers to encourage student critical thinking. Initially an open-ended questionnaire was sent to lecturers and tutors in universities across Australia and the responses from thirty participants were analysed thematically. From these participants semi-structured interviews were arranged with six lecturers and eight students from three different universities. The third phase of the research process involved analysing subject outlines and student assignments. Findings were triangulated to create a picture of the teaching and learning practices of critical thinking in this field. The three cases of Environmental Science, Environmental Engineering and Environmental Law were identified as having some common yet distinctively different themes in relation to critical thinking. In each discipline area three broad approaches to the expression of critical thinking were identified: scientific/technical, paradigmatic and reflective. The scientific/technical approach in science was most concerned with critique of experiments and studies, in engineering with problem solving and in law with the technical aspects of language and application of the law. The paradigmatic approach included critical analysis of the different theories, frameworks and paradigms of each subject. The reflective approach to critical thinking included students’ self evaluation of their learning within a specific subject. Notable differences between the three cases were the types of strategies used by lecturers to encourage student critical thinking. The Environmental Science lecturers were more inclined to use a wide variety of strategies, including provision of written material about critical thinking with critical thinking identified in marking criteria, discussion in class and guided exercises. The Environmental Engineering lecturers placed more emphasis on discussion in class than on providing written materials. The Environmental Law lecturers predominantly focused on the strategy of debating in class for the development of student critical thinking. The findings of this study are significant in providing support for the argument that development of critical thinking is subject specific rather than generic. This calls into question the use of generic skills testing for university graduates as a reliable measure of their ability to think critically in their field. The findings indicate that it is necessary for subject lecturers to be explicit with students about their expectations regarding critical thinking, particularly in relation to assessment. Findings suggest guidelines for lecturers including strategies and attitudes that encourage or hinder student critical thinking. Findings also suggest that the nature of the field of environmental and sustainability subjects lends itself to developing critical thinking, which is considered to be important.

APA, Harvard, Vancouver, ISO, and other styles

7

Carmichael, Christine. "Exploration of critical thinking in environmental subjects /." Electronic version, 2006. http://epress.lib.uts.edu.au/dspace/handle/2100/420.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Yip, Wing-shun. "The difference between traditional learning environment and information enriched learning environment on the acquisition and transfer of higher order thinking skills in a biological context." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057441.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Tsoi, Hang-sang, and 蔡恆生. "An investigation on students' critical thinking skills in an online environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.

Full text

Abstract:

This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two students. Two main queries guided this study: 1) How do sex differences affect Saudi students' perception of their teachers' and peers' authority? 2) How do those perceptions affect their development as writers and critical thinkers when learning in an intensive writing course at the high intermediate level? The researcher documented data through three sources: classroom observation, interviews with ESL students and teachers, and student writing samples.<br>Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Critical thinking environments"

1

Howe, Robert W. Environmental activities for teaching critical thinking. ERIC Clearinghouse for Science, Mathematics and Environmental Education, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

A, Brennan Bartley, and Browne M. Neil 1944-, eds. The legal environment of business: A critical thinking approach. 5th ed. Pearson Prentice Hall, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kubasek, Nancy. The legal environment of business: A critical-thinking approach. 2nd ed. Prentice Hall, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Kubasek, Nancy. The legal environment of business: A critical-thinking approach. Prentice Hall, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

A, Brennan Bartley, and Browne M. Neil 1944-, eds. The legal environment of business: A critical thinking approach. 3rd ed. Prentice Hall, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kubasek, Nancy. The legal environment of business: A critical thinking approach. 6th ed. Pearson, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kubasek, Nancy. The legal environment of business: A critical thinking approach. 4th ed. Prentice Hall, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

National 4-H Council (U.S.). On common ground: Critical issues/critical thinking experiences for youth. National 4-H Council, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Rotaru, Ancuța, ed. Critical Thinking in the Sustainable Rehabilitation and Risk Management of the Built Environment. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61118-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

The environment: Distinguishing between fact and opinion. Greenhaven Press, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Critical thinking environments"

1

Silva, Helena, José Lopes, Eva Morais, and Caroline Dominguez. "Cooperative Learning and Critical Thinking in Face to Face and Online Environments." In Communications in Computer and Information Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73988-1_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Tiruneh, Dawit Tibebu, Mieke De Cock, J. Michael Spector, Xiaoqing Gu, and Jan Elen. "Toward a Systematic and Model-Based Approach to Design Learning Environments for Critical Thinking." In Learning, Design, and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_79-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Puig, Blanca, Paloma Blanco Anaya, and Inés M. Bargiela. "A Systematic Review on E-learning Environments for Promoting Critical Thinking in Higher Education." In Handbook of Research in Educational Communications and Technology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36119-8_15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Giralt, Marta, and Liam Murray. "Reflexion, Analysis and Language Practice: From Individual Critical Thinking to Collaborative Learning Using Blogs in a Literature Class." In Teaching Language and Teaching Literature in Virtual Environments. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1358-5_15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Pontius, Jennifer, and Alan McIntosh. "Critical Thinking." In Critical Skills for Environmental Professionals. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28542-5_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ghosh, Rajashi, Carolyn Rude-Parkins, and Sharon A. Kerrick. "Collaborative Problem-Solving in Virtual Environments: Effect of Social Interaction, Social Presence, and Sociability on Critical Thinking." In The Next Generation of Distance Education. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1785-9_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ndolo, Sharon. "Effective Feedback Strategies that Promote Critical Thinking Skills in Online Learning Environments: An Online Assessment Learning Perspective." In Expanding Global Horizons Through Technology Enhanced Language Learning. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7579-2_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Pontius, Jennifer, and Alan McIntosh. "Systems Thinking." In Critical Skills for Environmental Professionals. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28542-5_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Zahn, Manuel. "Aesthetic Practice as Critique: The Suspension of Judgment and the Invention of New Possibilities of Perception, Thinking, and Action." In Post-Digital, Post-Internet Art and Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_11.

Full text

Abstract:

AbstractFrom the perspective of media education theory and aesthetic education, this article discusses some considerations of aesthetic practice as media-critical practice. Media-critical practice is described as a reflexive-transformative practice with and in media and no longer as a distanced, self-reflexive and rational critique of media or media use. It first shows that in this perspective, subjects no longer (only) intentionally deal with media, but first and foremost become subjects in relation to medial apparatuses. In a second step I shall relate to contemporary artists of the so-called post-internet art. Their aesthetic practices have the potential to criticize (to question, reflect, or subvert) the entanglement of human beings into contemporary media-cultural environments.

APA, Harvard, Vancouver, ISO, and other styles

10

Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.

Full text

Abstract:

AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Critical thinking environments"

1

Tynnyi, Vadym. "ADVANCING CRITICAL THINKING SKILLS THROUGH DIGITAL ENVIRONMENTS." In ADVANCED DISCOVERIES OF MODERN SCIENCE: EXPERIENCE, APPROACHES AND INNOVATIONS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-09.04.2021.v2.01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kwan, Yee Wan. "EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end097.

Full text

Abstract:

Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.

APA, Harvard, Vancouver, ISO, and other styles

3

A Banks, David. "Misinformation as a Starting Point for Critical Thinking." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2676.

Full text

Abstract:

The media generally, and the web in particular, offers learners access to increasingly large amounts of data. Some of this will be verifiable, some will be inaccurate or out of date and some will be either accidentally or deliberately untrue. Failure by students to recognise the existence of misinformation, deliberate or accidental, will lead to the uncritical use of web-sources materials with consequential impact on the value and quality of the work produced. This paper suggests that this potential problem can be turned into an educational benefit by highlighting the problem by stressing the need for students to enhance their critical thinking skills in ambiguous data and information environments.

APA, Harvard, Vancouver, ISO, and other styles

4

Gunawan, Andrey, Bettina K. Arkhurst, Sonja A. Brankovic, and Shannon K. Yee. "Gen3 CSP Materials: Critical Review of Limited Existing and New Survey Data." In ASME 2020 14th International Conference on Energy Sustainability. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/es2020-1690.

Full text

Abstract:

Abstract Novel high temperature (≥ 700°C) Heat Transfer Medias (HTMs, e.g., molten salts) and corrosion-resistant Containment Materials (CMs, e.g., metal alloys or ceramics) are necessary for concentrated solar power (CSP) given the emphasis on higher temperatures and high cycle efficiency in the 3rd generation CSP (Gen3 CSP) technologies. In early 2019, we sent out an online survey to the Gen3 CSP community to fully assess the communal needs for thermophysical properties measurements of which HTMs and CMs, and what temperature range and other testing environments would be ideal for those materials. Based on the recorded responses, seven unique HTMs and twenty-six unique CMs were identified. Since then the list has been constantly updated, following our interactions and inputs from the Gen3 CSP community, with some new materials substituting their older counterparts. Currently, there are total of ten unique HTMs and twenty-nine unique CMs that are under consideration by the Gen3 CSP community. By analyzing the available body of research to date and combining it with our survey data from within the Gen3 CSP community, this paper presents trends of what people in the CSP world are thinking regarding materials worth investigating and suggests which thermophysical property measurements are critical to advance high-temperature CSP systems.

APA, Harvard, Vancouver, ISO, and other styles

5

Osuala, Justice, and Matilda Obuh. "Emotional Intelligence: A Modern Approach to Health and Safety in the Oil and Gas Industry, Effects of Covid-19 Pandemic in Work Environments, and Solutions to Enhance Work Deliverability - A Case Study of Nigeria." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/208242-ms.

Full text

Abstract:

Abstract Assurance of reliable public health and safety of/in work environments patently depends on the Emotional Intelligence (EI) of workers. EI, which is the ability to understand and regulate emotions of one-self and others, is one of the uncommonly utilized strategies to optimizing deliverability in workplaces. Work pressure can never be overemphasized, as when not managed effectively, can retard compliance to industry set rules, integrity, and values, as well as distort deliverability of workers. The oil and gas sector were not left out in the impact of the COVID-19 pandemic which did not only affect the economy of the global oil market, but also, jeopardized the health and safety of its workers and the environment at large. This paper highlights Emotional Intelligence (EI) as a method to curb the negative effects which the pandemic has caused. It further positions Affability as a must-have skill for oil and gas workers for the purpose of assuring health and safety in work environments. Conceptual and critical thinking processes were utilized to introduce and prioritize Affability as an aspect of EI to proffering solutions to threats regarding safe and workable environment in the industry. Using SPSS, a comprehensive analytical result was generated for 102 oil and gas workers in Nigeria, who took an Emotional Intelligence test compiled by Global Leadership Foundation. A mean of 45.35% was calculated with 57% of 102 scoring below %50. A critical observation indicates that, EI among oil and gas workers was unreliable. This is due to unawareness to effectiveness of developing affable skills to combat safety and health threats in work environments. In an informative way, this paper introduces Affability as a core aspect of Emotional Intelligence and its effectual contribution to promoting a healthy and safe oil and gas work environment.

APA, Harvard, Vancouver, ISO, and other styles

6

Moreno-Ramón, Héctor, Sara Ibañez-Asensio, Alfonso Martínez García, et al. "Lessons as a tool to combine flip teaching and transversal skills at the UPV: A pilot experience in soil genesis subjects." In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8816.

Full text

Abstract:

The potential offered by technologies is a reality that must be addressed and used in the Higher Education environments. Professors must be able to integrate technologies into their sessions and facilitate the work of the skill acquisition. The main objectives of this work are: i) to take advantage of the Lessons tool (PoliformaT) to evaluate the acquisition of transversal competences and, ii) to compare if the use of flip teaching improves its acquisition. In the subject of "Geology, Soil science and Climatology" (Degrees in Agri-Food Engineering and Forestry Engineering), an experience was developed during two academic courses in a population of 169 students on average each year. Through Lessons, a template was designed for the student to work, sequentially and based on their knowledge, a specific activity of soil science. In the activity, the student had to face a practical assumption with 4 options to consider as a response. According to its response the specific skills and critical thinking skill would be evaluated. The first year the students had to carry out the activity autonomously in PoliformaT, but in the second year, flip teaching was applied in the same activity. In that occasion; students had to watch online material and subsequently work on the specific concepts in class. Finally, they had to solve independently the practical case in Lessons, where they were evaluated and feedback was provided. The combination of "skill assessment and flip teaching" promoted that in the second year, 66% of the students acquired an adequate level of critical thinking skill. However, although the first year, 65% of the students also acquired it, it has been detected that in the second year there was an increase of 7% of students that passed from good to excellent acquisition level.

APA, Harvard, Vancouver, ISO, and other styles

7

Smith, Matthew. "Training Techniques for Responders - Critical Thinking or Algorithmic." In SPE Asia Pacific Health, Safety, and Security Environment Conference and Exhibition. Society of Petroleum Engineers, 2007. http://dx.doi.org/10.2118/108504-ms.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Cysneiros Filho, Gilberto Amado de Azevedo, Neiton Carvalho da Silva, and Barbara Silva Morais. "A REVIEW OF PAPERS ABOUT BLOCK PROGRAMMING FROM THE WORKSHOP ON COMPUTING AT SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end024.

Full text

Abstract:

This paper describes a survey to identify how Block Programming is being used in Brazilian schools. The motivation of this research is to provide us with data and insights to support the research project on Block Programming and Computational Thinking in Schools whose goal is to investigate and create a proposal for how Block Programming can be inserted into the school curriculum. The relevance of this research is that the school should prepare the students for the skills (creativity, programming, problem solving, abstraction and innovation) demanded by the job market and for further education (e.g. university courses and qualification courses). In particular, in Brazil the curriculum of schools is governed by a normative document called the Common National Curricular Base (Base Nacional Comum Curricular - BNCC). The BNCC defines that the school curriculum should enable the student to have the following competencies: (1) knowledge; (2) scientific, critical, and creative thinking; (3) cultural repertoire; (4) communication; (5) digital culture; (6) work and life project; (7) argumentation; (8) self-knowledge and self-care; (9) empathy and cooperation; and (10) responsibility and citizenship. Some of these skills can be achieved by learning Block Programming aligned with Computational Thinking instruction. The importance of learning programming in school is justified by the increased use of technology in modern society and the need to be prepared to create and use technological solutions that involve programming and computing. The BNCC highlights that the skills developed by students should be organized by offering different curricular arrangements, according to the relevance to the local context and the possibilities of the education systems. This can be applied in a multidisciplinary way through block programming based on computational thinking in basic education. A literature review was conducted of papers published in the area of block programming at the Workshop on Informatics at School (WIE) between the years 2016 to 2019. The choice of this event is due to the fact that it has been standing out over the years as a forum for discussions where works in the area of digital technologies of information and communication (TDIC) in formal and non-formal spaces of education have been disseminated. During this period we identified papers that describe the use of several environments of Block Programming (e.g. Scratch) and several experiences and proposals of how to insert Block Programming in the students' education.

APA, Harvard, Vancouver, ISO, and other styles

9

Zhurakovskaya, Vera M. "Development Of Critical Thinking Of Students In Educational Process." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.115.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Purnami, Wahyuni, Ashadi, Suranto, and Sarwanto. "Item fit investigation on eco critical thinking skills instrument." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Critical thinking environments"

1

Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002959.

Full text

Abstract:

Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.

APA, Harvard, Vancouver, ISO, and other styles

2

Griffard, Bernard F. Assessing the Strategic Environment: Developing Critical Thinking Skills at the Ethiopian Defense Command and Staff College (CSL Issue Paper, Volume 15-11, July 2011). Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada548771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!