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Relevant bibliographies by topics / Critical thinking skills

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Academic literature on the topic 'Critical thinking skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Critical thinking skills"

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Singh, Dr N. K. "Skills of Critical Thinking." International journal of Emerging Trends in Science and Technology 04, no. 05 (May 16, 2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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Nicoteri, Jo Ann. "Critical Thinking Skills." American Journal of Nursing 98, no. 10 (October 1998): 62. http://dx.doi.org/10.2307/3471579.

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Nicoteri, Jo Ann. "Critical Thinking Skills." American Journal of Nursing 98, no. 10 (October 1998): 62. http://dx.doi.org/10.1097/00000446-199810000-00043.

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Thompson, Elizabeth M. "Critical thinking skills." OR Nurse 4, no. 6 (November 2010): 3. http://dx.doi.org/10.1097/01.orn.0000388946.42297.8b.

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Shamim, Thorakkal. "Critical-thinking skills." Journal of the American Dental Association 148, no. 1 (January 2017): 4–5. http://dx.doi.org/10.1016/j.adaj.2016.11.006.

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Abdullaeva, Barno, Dilsora Abduvaliyeva, Nigora Ruzikulova, Nargiza Yusupova, and Nazira Ishbaeva. "Developing Critical Thinking and Problem- Solving Skills." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 937–41. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201237.

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Singh, Mr Govind. "Critical thinking skills and its development strategies." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 712–17. http://dx.doi.org/10.31142/ijtsrd11091.

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Kelly, Patricia P., and Gary R. Gruber. "SAT Critical Thinking Skills." English Journal 76, no. 1 (January 1987): 82. http://dx.doi.org/10.2307/818314.

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WHITE, NANCY E., NANCY Q. BEARDSLE, DIANE PETERS, and JOANNE M. SUPPLE. "PROMOTING CRITICAL THINKING SKILLS." Nurse Educator 15, no. 5 (September 1990): 16–19. http://dx.doi.org/10.1097/00006223-199009000-00004.

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Cascio, Rita S., Doris Campbell, M. Kay Sandor, Anna P. Rains, and Michele C. Clark. "Enhancing Critical-Thinking Skills." Nurse Educator 20, no. 2 (March 1995): 38–43. http://dx.doi.org/10.1097/00006223-199503000-00014.

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Dissertations / Theses on the topic "Critical thinking skills"

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Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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Чернець, М. О. "The importance of critical thinking skills." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7237.

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Husband, Gregg. "An analysis of critical thinking skills in computer information technology using the California Critical Thinking Skills Test." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husbandg.pdf.

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Brown, Ken. "Education, culture and critical thinking." Thesis, University of Aberdeen, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388942.

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The recent movement to enhance critical thinking through education is not entirely new. However, it differs from an earlier tradition which was concerned broadly with the historical origins and social ramifications of critical thought. The terms of reference of the current 'thinking skills debate' are more narrowly restricted to the objectives and methods of contemporary education systems and there is a characteristic tendency to adopt features of individual psychology and 'cognitive science'. Even where such conceptual perspectives are not made explicit, there is widespread commitment to the idea that it is possible to identify general skills of thought and teach them successfully. Various programmes maintain this commitment, despite a paucity of evidence that the 'skills' thus identified transfer readily between 'cognitive domains'. A powerful and controversial counter-argument has been advanced against this conception of critical thinking skills. The main thrust of 'domain-theory' is that the 'generalist' position is incoherent; thinking skills are specific to subject-matters of 'domains' of thought, and cannot be abstracted from them, a conclusion said to be preordained by the logic of language and thought. The present thesis is that this counter-argument is substantially correct as a refutation of the theoretical basis of many current aspirations for the introduction of 'thinking skills' programmes into education. Formal representations and generalised accounts of thinking fail to address the open-endedness and creativity of genuinely critical thought. Domain-theory falters, however, in its attempt to interpret logically self-authenticating modes of thought. They are not distinguished by seamless, internal logics or methodologies, nor are they radically distinct from common modes of discourse. Indeed, specialised disciplines derive their intelligibility from this common ground of evolving linguistic meaning and imagery. It is from this, rather than from within the constraints of 'logical domains' that some of the most innovatory developments occur; the perception of analogy; the 'thought-experiment' with revolutionary implications for established theory. Paradigms of this kind have universal significance for the elucidation of critical thought.

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Swiger, Wanda S. "Correlation between critical thinking skills and decision making skills in athletic training and the examination of critical thinking differences across the curriculum." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4259.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains v, 122 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 94-103).

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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.

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O'Hare, Liam. "Measuring critical thinking skills and dispositions in undergraduate students." Online version, 2004. http://bibpurl.oclc.org/web/25083.

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Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

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O'Hare, L. C. "Measuring critical thinking skills and dispositions in undergraduate students." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421013.

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Alosaimi, Khalid Hamoud. "The development of critical thinking skills in the sciences." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/f8eb450c-0914-4e1b-aa1c-65dd9d02cfba.

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Traditionally, education in Saudi Arabia has tended to lay considerable emphasis on the correct recall of memorised information. In the early years of the 21st century, education policy in Saudi Arabia began to consider the introduction of the concept of critical thinking into the curriculum. At the same time, the role and place of the sciences in the curriculum have increasingly been emphasized, the aim being to equip future generations with the skills thought important in taking the country forward. This study is, therefore, set in Saudi Arabia and focuses on the nature and development of critical thinking in the context of the current curriculum in the sciences. After describing the educational scene in Saudi Arabia, the thesis focuses on what is known about thinking in general and critical thinking in particular. The aim here is to move towards the development of a model of critical thinking and some kind of operational description against which test material can be developed. At that stage, it was recognised that, while critical thinking might be conceptualized as a set of cognitive skills, there is a strong attitudinal element. In simple terms, the learner needs to know how to think critically but also be willing to use these skills. There is a very brief review of some key research in the area of attitudes, including the principles of measurement which underpin the way the perceptions and attitudes of the learners are considered in this study. The cognitive nature of critical thinking is then related to two key research contributions of the 20th century: the work of Jean Piaget and David Ausubel. Critical thinking takes place in the working memory and the insights from information processing are discussed, looking at the ways information moves around the brain and the implications for the development of critical thinking are discussed. This study aims to explore how to measure critical thinking and to determine whether critical thinking skills can be developed in science subjects in school pupils. To achieve this aim, a model of critical thinking was first developed representing that thinking critically basically involves asking the questions how, what and why of new sources of information, the information itself and the linking processes involved in understanding. A test of critical thinking was developed based on this model. The data from this test were related to several other educational measures: student perceptions, working memory capacity, understanding science, school marks in science. Interviews with teachers and school inspectors were also conducted to explore their perceptions. The researcher is confident that the model and test make a contribution to the literature, as well as being of benefit to Saudi Arabia and to other countries. Critical thinking was measured with a total of 240 pupils, 120 girls and 120 boys, aged between 13 and 15, in classes 1, 2 and 3, in six Intermediate Schools in Saudi Arabia in the academic year 2009-2010. The questions in the test were designed so that success in the test relied on one or more of the aspects of critical thinking. The outcomes were related to working memory capacity and school science performance while student perceptions were measured. Principal Components analysis using Varimax rotation showed that the test designed to measure critical thinking was not measuring either science knowledge or understanding nor was it a measure of working memory capacity, but the school marks were highly correlated with working memory capacity. It was found that the measured critical thinking grew from year 1 to year 3; possible reasons are suggested. While the validity of the critical thinking test is not certain, it is not simply a measure of knowledge and understanding or of working memory capacity although any critical thinking would take place in the working memory. The survey offered many insights but, in particular, it revealed that most pupils had a negative attitude to science and showed broadly negative perceptions of science. The following experiment aimed to determine whether critical thinking skills could be developed in science subjects in school pupils. A fresh sample for the second experiment consisted of 1,600 pupils, from 12 schools, 800 girls and 800 boys, 400 of each in grade 1 (aged 13) and 400 in grade 3 (aged 15). Of these 400, 200 were in control groups and 200 in experimental groups. The pupils in the experimental groups were taught critical thinking skills using teaching material specifically developed for this research (which took 9 weeks to complete) and with a method proposed for it, while those in the control groups were taught in the normal way. The following were measured: student perceptions, working memory capacity, critical thinking, and understanding. The first two tests were identical to those used in experiment 1 and the critical thinking test was only slightly modified. In addition, their school marks were taken to make a fifth data set. Analysis of the data showed that critical thinking skills grew significantly after use of the new materials, with year 3 showing greater growth. Despite attempts to make the material gender neutral, boys were found to be better at critical thinking skills, although this may simply reflect gender-separated education. Principal components analysis again showed that critical thinking test data is unrelated to measured working memory capacity, measures of recall, and measures of understanding. The student survey was carried out with the purpose of examining pupils’ attitudes towards various aspects of thinking and critical thinking in the context of science teaching and some unexpected gender differences were observed. In the test of critical thinking skills, girls and boys in the experimental groups both performed better than did the control groups but the girls did not appear to be convinced that this is the case.A total of 98 science teachers and science inspectors were interviewed in order to explore their perceptions of critical thinking in science education. A range of themes was explored and there were some differences in their views which, in turn, did not seem to match the views of the students. Implications are discussed. The overall conclusions are that critical thinking can be measured and that it can be enhanced with school learners aged in the range 13 to 15. However, it is vital that educational policies, resources, national assessment and teacher training be adjusted if the development of critical thinking is to make much progress in Saudi Arabia. The limitations and implications of the study are outlined.

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Books on the topic "Critical thinking skills"

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Joshua, Slomianko, ed. Critical thinking skills. Washington, D.C: National Education Association, 1985.

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Cottrell, Stella. Critical Thinking Skills. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1.

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Cottrell, Stella. Critical Thinking Skills. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1.

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Teaching critical thinking skills. New York: Continuum, 2009.

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Delamain, Catherine, and Jill Spring. Teaching Critical Thinking Skills. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429342042.

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Marcus, Palau Susan, ed. Acquiring critical thinking skills. Philadelphia: W.B. Saunders Co., 1996.

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Charlesbridge critical thinking skills. Watertown, MA: Charlesbridge, 1989.

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Barnes, Donald L. Critical thinking: Reading, thinking, and reasoning skills. Austin, Tex: Steck-Vaughn Co., 1987.

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High performance thinking skills. Nottingham: Permillion, 2006.

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New Jersey Basic Skills Council. Task Force on Thinking. Thinking skills: An overview. [Trenton?]: New Jersey Basic Skills Council, Dept. of Higher Education, 1986.

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Book chapters on the topic "Critical thinking skills"

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Cherkassky, Lisa, Julia Cressey, Christopher Gale, Jessica Guth, Ilias Kapsis, Robin Lister, William Onzivu, and Steve Rook. "Critical thinking." In Legal Skills, 108–63. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34443-3_4.

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

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

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Davies, Martin. "Critical Thinking." In Study Skills for International Postgraduates, 111–30. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34553-9_8.

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Pontius, Jennifer, and Alan McIntosh. "Critical Thinking." In Critical Skills for Environmental Professionals, 35–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28542-5_4.

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Cottrell, Stella. "Critical, analytical writing." In Critical Thinking Skills, 167–90. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_10.

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Cottrell, Stella. "Critical, analytical writing." In Critical Thinking Skills, 147–69. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_10.

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Cottrell, Stella. "Critical analytical thinking." In The Study Skills Handbook, 188–99. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14985-8_10.

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Cottrell, Stella. "Critical analytical thinking." In The Study Skills Handbook, 187–202. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-28926-1_8.

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Cottrell, Stella. "Critical analytical thinking." In The Study Skills Handbook, 149–66. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36967-2_8.

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Conference papers on the topic "Critical thinking skills"

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Susanti, Elsa, and Hartono. "Mathematical Critical Thinking and Creative Thinking Skills." In the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3348400.3348408.

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Khoiriyah, Umatul, Uly Pramuditya Isnaini, Rizki Fajar Utami, Nur Aini Djunet, Punik Mumpuni Wijayanti, and Fajar Alfa Saputra. "Stimulating Critical Thinking Skills Through Critical Thinking Question List (CTQL)." In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.005.

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Fikriyati, Amiq, Rudiana Agustini, and Suyatno Suyatno. "Pre-service Science Teachers’ Critical Thinking Dispositions and Critical Thinking Skills." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.028.

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Mamleeva, Alfia. "Developing Soft Skills And Critical Thinking." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.202.

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"ACTIVITIES FOR DEVELOPING CRITICAL THINKING SKILLS." In Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-12.

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Pinto, Cristina, Angélica Veríssimo, Fátima Segadães, Adelino Pinto, Cristina Augusto, Ana Teixeira, Inês Rocha, and A. L. Carvalho. "CRITICAL THINKING SKILLS IN NURSING STUDENTS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0349.

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Ali, Nazim, Russell Crawford, and Margaux Horn. "Critical thinking in PBL: Development of a bespoke tool for critical thinking." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9366.

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As an active learning strategy, problem based learning (PBL) puts the emphasis on students being responsible for their learning (Hmelo-Silver and Barrows 2006). Although it is student-centred, PBL facilitators can help students achieve deep learning through strategies which allow them to check their understanding and engage in critical thinking skills (Wood, 2003; Azer et al,. 2013). However enabling students to engage in critical thinking skills and assessing their learning requires the use of innovative strategies (Azer et al., 2013). This paper describes the development of a learning tool to allow students undertake their own-self assessment. It was developed on the principles of ill-structured problems which encourage the utilization of critical thinking skills (Kek and Huijser, 2011). Thus the aim of the research was to assess whether the tool would allow the students to engage in critical thinking skills such as deep understanding and application of knowledge. Results show students found the tool to be effective for their learning where they were able to apply their knowledge and test understanding. This suggested that the developed tool proved to be useful in engaging students in critical thinking skills and as a means to check student understanding.

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Rusmansyah, Dr, Leny Yuanita, Muslimin Ibrahim, and Dr Isnawati. "Improving Critical Thinking Skills and Self Efficacy Through Scientific Critical Thinking Model." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.57.

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Poce, Antonella, Francesco Agrusti, and Maria Rosaria Re. "Use of webcasting and development of critical thinking skills." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5452.

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The present contribution describes the results of a research carried out at the Laboratory of Experimental Research - Department of Education, Roma TRE University. Main aim of the research is to assess if it possible to increase critical thinking skills in university students, through meaningful online cultural insights in general and webcasting in particular. Students in Education attended part of the course “Methodology of Research” online, through a webcasting activity: cultural insights, guided discussions, videos, built on structured models, prompted reasoning, elaboration of ideas and knowledge connections. Students had the possibility to deepen knowledge and abilities linked to the themes of the course, but also to develop argumentation skill, communication and critical evaluation skill. The data analysis presented in this report were developed along the double diachronic and synchronic dimensions; the evolution of critical thinking skills has been verified by the lexicon-metric analyses of written production.

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Radzi, Napisah Mohd, Mohd Salleh Abu, and Shahrin Mohamad. "Math-oriented critical thinking skills in engineering." In 2009 International Conference on Engineering Education (ICEED). IEEE, 2009. http://dx.doi.org/10.1109/iceed.2009.5490579.

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Reports on the topic "Critical thinking skills"

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.

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Riedel, Sharon L., Ray A. Morath, and Timothy P. McGonigle. Training Critical Thinking Skills for Battle Command: ARI Workshop Proceedings. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada400824.

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Barnard, S. Diane. Analysis and Critical Thinking Skills: A Line-for-Line Copy Draping Project. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-68.

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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.

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Tam, Chin K. Behavioral and Psychosocial Considerations in Intelligence Analysis: A Preliminary Review of Literature on Critical Thinking Skills. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada502215.

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Savchenko, Sergii V., Svitlana O. Shekhavtsova, and Vladimir I. Zaselskiy. The development of students' critical thinking in the context of information security. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4420.

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The problem of students’ critical thinking development in the context of information security becomes important in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. The purpose of the given research is to introduce theoretical substantiation and experimental approbation of students’ critical thinking development in the context of information security. The skills of critical thinking help students to cope with the bulk of information they daily receive. However, there is still no conventional methodology for critical thinking development in university students. In our study we suggest possible ways to develop critical thinking in university students via introducing some special courses into the curriculum, and consider the results of the experimental study conducted on the basis of two Ukrainian leading universities. In order to improve the students’ skills of critical thinking the author suggested implementing the special course “The specifics of students’ critical thinking in the context of information security”, and an optional distance course on optimization of students’ critical thinking on the background of information and communication technologies. After the implementation of the suggested courses the indicators of students’ critical thinking development showed positive changes and proved the efficiency of the special courses as well as the general hypothesis of the study.

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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.

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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). Fort Belvoir, VA: Defense Technical Information Center, July 2011. http://dx.doi.org/10.21236/ada548771.

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LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, July 2020. http://dx.doi.org/10.32727/27.2022.1.

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Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.

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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

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