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Journal articles on the topic 'Critical thinking skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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1

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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2

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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4

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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5

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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7

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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8

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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9

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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Bendl, Tomáš, and Miroslav Marada. "Critical thinking in geography education: is geographical thinking critical?" Geografie 126, no. 4 (2021): 371–91. http://dx.doi.org/10.37040/geografie2021126040371.

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Geography as a school subject offers enormous potential for fostering skills and competences crucial for life in twenty-first century. Yet most Czech geography teachers still lean towards memorizing facts with weak understanding. Why do we expect teachers to teach toward skills such as critical thinking if no consensus over its meaning exists – especially in the context of learning geography? This lack of clear meaning causes not only problems with teaching it, but also fails any attempt at measurment and evaluation. Therefore, the main aim of this study is, to create a unifying taxonomy of critical thinking skills in the geographical context and link these newly founded skills into the geographical thinking concept. To fulfil these goals, we employ existing structural models of critical thinking combined with a thorough literature review. As a result of this study, we present the required set of skills of a critically thinking geographer in higher education and a new perspective on geographical thinking.
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Aldila Afriansyah, Ekasatya, Tatang Herman, Turmudi, and Jarnawi Afgani Dahlan. "Critical thinking skills in mathematics." Journal of Physics: Conference Series 1778, no. 1 (February 1, 2021): 012013. http://dx.doi.org/10.1088/1742-6596/1778/1/012013.

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Fitch, Trey. "Critical Thinking Skills in Counseling." Inquiry: Critical Thinking Across the Disciplines 20, no. 3 (2001): 4–5. http://dx.doi.org/10.5840/inquiryctnews200120310.

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Othman, Moomala, and Rosnani Hashim. "Critical Thinking & Reading Skills." Thinking: The Journal of Philosophy for Children 18, no. 2 (2006): 26–34. http://dx.doi.org/10.5840/thinking200618214.

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15

Jacobowitz, Tina. "Basic Skills and Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 2, no. 4 (1988): 5–6. http://dx.doi.org/10.5840/inquiryctnews19882424.

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16

Brandhorst, Allan R. "Critical Thinking: Schemata Vs. Skills." Theory & Research in Social Education 17, no. 3 (June 1989): 196–209. http://dx.doi.org/10.1080/00933104.1989.10505589.

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17

Zulmaulida, Rahmy, Wahyudin, and Jarnawi Afgani Dahlan. "Watson-Glaser’s Critical Thinking Skills." Journal of Physics: Conference Series 1028 (June 2018): 012094. http://dx.doi.org/10.1088/1742-6596/1028/1/012094.

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18

&NA;. "Sharpening Your Critical Thinking Skills." Orthopaedic Nursing 15, no. 6 (November 1996): 66???75. http://dx.doi.org/10.1097/00006416-199611000-00017.

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19

Belcher, Jan V. R. "Improving Managers' Critical Thinking Skills." JONA: The Journal of Nursing Administration 30, no. 7/8 (July 2000): 351–53. http://dx.doi.org/10.1097/00005110-200007000-00008.

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20

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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21

Alshaye, Shaye. "Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 2049–69. http://dx.doi.org/10.18844/cjes.v16i4.6074.

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The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills. Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic
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22

Pearl, Alastair Owen, Gerry M. Rayner, Ian Larson, and Laurence Orlando. "Thinking about critical thinking: An industry perspective." Industry and Higher Education 33, no. 2 (September 2, 2018): 116–26. http://dx.doi.org/10.1177/0950422218796099.

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There has been a drive towards enhancing the critical thinking (CT) skills development of students in the science, technology, engineering and mathematics (STEM) disciplines, both in Australia and internationally. One debate among CT theorists centres on whether CT comprises a set of generalizable skills or is content- and context-dependent. While previous studies have considered CT skills development and its assessment in pharmacy courses, there appears to have been limited scholarly research within the pharmaceutical sciences discipline. In seeking to address this, it is vital to understand how companies conceptualize CT and its use by Bachelor of Pharmaceutical Sciences graduates. This research identifies five major categories used to conceptualize CT in the companies interviewed: being systematic, having strong business sense, considering multiple solutions, considering implications and identifying problems and potential solutions. The study finds that, while these skills are dependent on the business context, they may be generalizable across a range of industries.
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23

Lamm, Alexa J. "Integrating Critical Thinking into Extension Programming #2: Developing Critical Thinking Skills." EDIS 2015, no. 3 (May 6, 2015): 3. http://dx.doi.org/10.32473/edis-wc207-2015.

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This 3-page fact sheet is the second in the Integrating Critical Thinking into Extension Programming, series. It examines the virtues of critical thinking to offer suggestions for integrating activities that encourage critical thinking into Extension programming. Written by Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, April 2015. AEC545/WC207: Integrating Critical Thinking into Extension Programming #2: Developing Critical Thinking Skills (ufl.edu)
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24

Yuniawati, Tesa Lonika, and Friska Juliana Purba. "Discovery learning model to optimize students’ critical thinking skills on hydrocarbon material." Jurnal Pendidikan Kimia 13, no. 3 (December 8, 2021): 269–77. http://dx.doi.org/10.24114/jpkim.v13i3.30208.

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Learning in 21st century requires an advance human mindset, especially critical thinking skills. Critical thinking skills improve the learning process to be more optimal in taking the core of the learning. However, data shows that the critical thinking skills of class XI IPA 2 students are still lacking because they have not been able to answer the analytical questions which is this is the important skills for the students. This paper aims to describe the use of discovery learning models to optimize students' critical thinking skills. The research method used is descriptive qualitative. The research subjects were 28 students of class XI IPA 2 in one of the senior high schools in Jakarta in the academic year 2021/2022 odd semester. Based on the study and data on each indicator, it was found that the use of discovery learning models was able to optimize students' critical thinking skills. Each step in the discovery learning model facilitates the achievement of indicators of critical thinking skills.
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25

Mohd Abeden, Nur Aliffah, and Nyet Moi Siew. "Assessing Students’ Critical Thinking and Physics Problem-Solving Skills in Secondary Schools." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 6 (June 20, 2022): e001584. http://dx.doi.org/10.47405/mjssh.v7i6.1584.

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Critical thinking and problem-solving skills are some of the most crucial elements of 21st Century Skills. Very few studies have been conducted to specifically assess critical thinking and physics problem-solving skills among secondary school students. Therefore, a survey research was conducted on 66 Form Four science stream students from secondary schools in the Federal Territory of Labuan, Malaysia. Critical Thinking Assessment and Physics Problem Solving Ability Test instruments were used to measure critical thinking and problem-solving skill in Physics respectively. Overall, the level of critical thinking and physics problem-solving skills were moderate. The finding also indicated that there was a significant difference in critical thinking and Physics problem-solving skill based on achievement of the students. Meanwhile, the relationship between critical thinking and problem-solving skill in Physics was found to be positive and strongly significant. The findings from this study implied that more actions need to be taken to improve students' critical thinking and problem-solving skill in Physics.
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26

Susandi, Ardi Dwi. "IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS DALAM MEMECAHKAN MASALAH MATEMATIKA." SIGMA 6, no. 1 (September 3, 2020): 26. http://dx.doi.org/10.36513/sigma.v6i2.864.

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This Mathematics critical thinking skill is one of the components a student must possess. This skill will assist them to be able to make the right decision. In fact, however, not many of them having a high of critical thinking skill. It causes them to be lack of skills in completing the mathematics cases. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the focus, reason, inference, situation, clarity, dan overview. This was descriptive research with a qualitative approach. This research involved 32 subjects comprising 15 male students and 17 female students. The method used in this research is test, interview, and triangulation. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The findings showed that: (1) the critical thinking skills of junior high school students were in a low category; (2) overview became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills
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27

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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28

Mahbubah, Khoiro, and Neni Hermita. "IMPLEMENTATION OF CRITICAL THINKING TEST BY TWO-TIER TEST FORMAT ON HEAT TRANSFER." Science Education and Application Journal 1, no. 1 (April 9, 2019): 34. http://dx.doi.org/10.30736/seaj.v1i1.95.

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Critical thinking skills is one of 21st century skill. This requires students to solve the problems they face. Therefore, it need a test instrument that can assess students' critical thinking skills. This study aims to develop instrument test of critical thinking skills of high school students by two tiers test format related to temperature and heat concept. The research method used was the ADDIE development model (Analyze, Design, Development, Implementation and Evaluation) conducted by 11th grade high school students who have studied temperature and heat concept. The number of respondents of research as many as 30 students in 11 grade senior high school in Bandung. Data collection using the Halpern framework critical thinking skill instrument test adapted by Tiruneh by two tiers test format. The results obtained that the test instrument of critical thinking skills related to temperature and heat concept by two tier test format can assess students' critical thinking skills. Thus, the development of critical thinking skill test by two tier test format has the potential to be one of the test instrument for assessing and trained students' thinking skill.
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29

Muntholib, Muntholib, Eli Khusmawardani, Yahmin Yahmin, and Mohd Shafie Rosli. "Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 275–88. http://dx.doi.org/10.24042/tadris.v7i2.12016.

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Critical thinking skills are high-order thinking skills in which students are required to solve complex problems. The topic of reaction rate has conceptual knowledge, cognitive skills, and psychomotor skills that can be used to assess and develop students' critical thinking skills. This study aims to analyze the critical thinking skills of science eleventh graders on reaction rate. This research applies the survey research method. As the research instrument, it uses a critical thinking skills test on the reaction rate consisting of 27 multiple choice questions with a reliability of 0.756 by involving 153 public senior high school students. The authors develop this test. The results show that the average score of respondents’ critical thinking skills was 33.66 (low category). At the sub-skill level, the average score of respondents' skills in interpreting was 32.73 (low), analyzing was 29.04 (low), inferencing was 36.77 (low), evaluating was 24.61 (low), and explaining was 33.88 (low). This shows that the learning experiences of the students have not been able to develop their critical thinking skills. Therefore, this research suggests the need for a learning strategy that can be used to improve students' critical thinking skills.
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30

Mayarni, M., and Eva Nopiyanti. "Critical and analytical thinking skill in ecology learning: A correlational study." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (March 31, 2021): 63–70. http://dx.doi.org/10.22219/jpbi.v7i1.13926.

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Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.
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31

Savich, Carl Kosta. "Improving Critical Thinking Skills in History." Networks: An Online Journal for Teacher Research 11, no. 2 (December 20, 2009): 180. http://dx.doi.org/10.4148/2470-6353.1106.

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32

Hasanpour, M., A. Hasanzadeh, F. Ghaedi Heidari, and M. Bagheri. "Critical Thinking Skills of Nursing Students." Iran Journal of Nursing 28, no. 93 (April 1, 2015): 22–31. http://dx.doi.org/10.29252/ijn.28.93.94.22.

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33

Lestari, Ika Wahyuni. "DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 297. http://dx.doi.org/10.24252/eternal.v52.2019.a10.

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This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.
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34

KARADÜZ, Adnan. "Language Skills And The Critical Thinking." Journal of Turkish Studies Volume 5 Issue 3, no. 5 (2010): 1566–93. http://dx.doi.org/10.7827/turkishstudies.1572.

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35

Schank, Mary Jane. "Wanted: Nurses With Critical Thinking Skills." Journal of Continuing Education in Nursing 21, no. 2 (March 1990): 86–89. http://dx.doi.org/10.3928/0022-0124-19900301-10.

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36

Martin, David S. "Critical Comparisons of Thinking Skills Programs." Inquiry: Critical Thinking Across the Disciplines 14, no. 2 (1994): 11–16. http://dx.doi.org/10.5840/inquiryctnews199414224.

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37

Sari, I. K., A. K. Kenedi, R. Andika, Y. Ningsih, and Y. Ariani. "Develop a student’s critical thinking skills." Journal of Physics: Conference Series 1321 (October 2019): 032093. http://dx.doi.org/10.1088/1742-6596/1321/3/032093.

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38

Shida Noni, Nurul, and Abdul Halim Abdullah. "Assessing Critical Thinking Skills in Polytechnic." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 506. http://dx.doi.org/10.14419/ijet.v7i2.29.13809.

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The level of critical thinking skills and its relationship to CGPA is investigated in this study. 80 men and 21 women from two engineering department at Polytechnic Ibrahim Sultan participating in this investigation. This research utilized The Malaysian Critical Thinking Skills Instrument-MyCT which consists of 60 items. Data analysis were performed using SPSS 22.0 for descriptive and inferential statistics. Comparative findings across studies revealed that the critical thinking level of engineering students at Polytechnic Ibrahim Sultan was intermediate (47.42%). The Mann-Whitney U test determines the variables between four categories in critical thinking skills and obtained no significant differences. The correlation of commuting between critical thinking skills as calculated with Spearman's rho is not statistically significant. There was a negative weak correlation for analytical and logical (r=-0.098). Analysis of the computed findings revealed that the critical thinking is at a moderate level but weak in analytical and logical and disposition skills. In conclusion, lecturers must be more sensitive to this phenomenon, in which the emphasis on analytical and logical and disposition are important in teaching and learning.
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39

Weinstein, Mark. "Critical Thinking and Basic Skills Reading." Inquiry: Critical Thinking Across the Disciplines 3, no. 4 (1989): 7–8. http://dx.doi.org/10.5840/inquiryctnews19893431.

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40

Herz, Rebecca Shulman. "Critical-Thinking Skills in the Museum." Journal of Museum Education 32, no. 2 (June 2007): 95–99. http://dx.doi.org/10.1080/10598650.2007.11510561.

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41

Strohm, Susan M., and Robert A. Baukus. "Strategies for Fostering Critical-Thinking Skills." Journalism & Mass Communication Educator 50, no. 1 (March 1995): 55–62. http://dx.doi.org/10.1177/107769589505000107.

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42

McVey, R. Steve. "Critical Thinking Skills for Leadership Development." Journal of Leadership Studies 2, no. 4 (October 1995): 86–97. http://dx.doi.org/10.1177/107179199500200407.

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43

Huhn, Karen, Lisa Black, Gail M. Jensen, and Judith E. Deutsch. "Tracking Change in Critical-Thinking Skills." Journal of Physical Therapy Education 27, no. 3 (2013): 26–31. http://dx.doi.org/10.1097/00001416-201307000-00005.

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44

Savage, Luise B. "Eliciting Critical Thinking Skills through Questioning." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 5 (May 1998): 291–93. http://dx.doi.org/10.1080/00098659809602727.

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45

Fries, Kim. "AIDS Education: Developing Critical Thinking Skills." Journal of Health Education 29, no. 1 (February 1998): 39–40. http://dx.doi.org/10.1080/10556699.1998.10603298.

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46

McNeal, A. P., and S. Mierson. "Teaching critical thinking skills in physiology." Advances in Physiology Education 277, no. 6 (December 1999): S268. http://dx.doi.org/10.1152/advances.1999.277.6.s268.

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47

Hosany, Zaid, and Steve Trenoweth. "Critical thinking skills in nurse education." British Journal of Mental Health Nursing 3, no. 4 (July 2, 2014): 163–71. http://dx.doi.org/10.12968/bjmh.2014.3.4.163.

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48

Zhou, Fenglin, and Yuewu Lin. "A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University." English Language Teaching 12, no. 12 (November 12, 2019): 30. http://dx.doi.org/10.5539/elt.v12n12p30.

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Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.
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49

Sudirman, Sudirman, and Yusnaeni Yusnaeni. "STUDENTS’ METACOGNITIVE AND CRITICAL THINKING SKILLS IN THERMOCHEMISTRY." JTK (Jurnal Tadris Kimiya) 5, no. 2 (December 31, 2020): 242–51. http://dx.doi.org/10.15575/jtk.v5i2.9616.

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Metacognitive is the ability to control cognitive aspects, while critical thinking is the ability to think rationally and clearly in understanding the logical connections between various ideas. Both are necessary in 21st -century education. This study aims to analyze students' metacognitive and their critical thinking skills in thermochemistry material and the correlation of metacognitive with critical thinking. The population was the third-grade private high school students consisted of four schools. Each school was randomly selected by one class as a sample, with a total sample of 150 students. Metacognitive skills instrument is an integrated essay test of metacognitive skills and critical thinking. The results showed that most of the students' metacognitive skills in the developing category (51.67%), most of the students' critical thinking skills in the sufficient category (65.33%), the students' metacognitive and critical thinking skill are positively correlated. The contribution of metacognitive abilities to critical thinking is at 72.0%. The results indicate that students' metacognitive and critical thinking skills need to be empowered to improving the quality of learning.
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50

D, Dr Malmarugan. "Critical Thinking Skills Development Among Students for Enhancing Critical Writing Skills: A Review." Technoarete Transactions on Language and Linguistics 1, no. 1 (January 31, 2022): 6–9. http://dx.doi.org/10.36647/ttll/01.01.a002.

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Abstract:
The study reflects that effective planning helps for adopting for developing thinking and writing skills within the educational system. The technologies reflect blogs along with wikis that offer instructional advantages for developing critical thinking (CT) skills among the students. CT skills always have an approach for strength along with weakness for decision-making regarding setting goals for the student. The individual perspective also has an issue for developing the thinking skills among the students. The effectiveness for improving the learning process also reflects boosting individual performance. The results reflect that the experimental group achieved a higher score instead of traditional learning students and the members staffed for a higher level of performance for developing the learning materials.
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