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Tytuł:
Culture Contact, Adult Learners’ Critical Thinking, and Critical Thinking Use | A Sociocultural Perspective on Adult Education
Autorzy:
Azadi, Hadiseh
Powiązania:
https://bibliotekanauki.pl/articles/51450705.pdf
Data publikacji:
2024-08-21
Wydawca:
Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
Tematy:
culture contact
critical thinking
critical thinking use
sociocultural perspective
Opis:
From a sociocultural perspective of cognitive development as a dynamic social activity, this qualitative study explores the experiences of students in higher education regarding culture contact. The goal is to understand how these experiences shape their cognitive abilities, with a specific focus on the development and use of critical thinking as a higher cognitive ability, as well as how they apply critical thinking skills in a different sociocultural context. Critical thinking is presented as an ability for adult international students to navigate cultural disorientations within diverse sociocultural contexts, aiming to ultimately improve their educational outcomes (Halpern, 2013). The findings reveal that students’ interactions with diverse cultures in a different sociocultural setting shape their minds, behavior, and critical thinking abilities, leading them to adopt new and different strategies to overcome diversity.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2024, 26, 1(95); 33-54
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Generowanie obcości, czyli recenzja współczesnej polskiej szkoły
Generating of alienation. A review of contemporary Polish school
Autorzy:
Stanek, Bartosz
Powiązania:
https://bibliotekanauki.pl/articles/950169.pdf
Data publikacji:
2013-06-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education
humanism
indoctrination
discrimination
critical thinking
Opis:
The article suggests the need for education, which is free of indoctrination and imposition of authority. Changes that occurred in the Polish educational system during last twenty five years created a subtle form of indoctrination. In such situation an ethical education becomes especially necessary to develop in pupils critical thinking and shape the humanistic attitude.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 90-105
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lubricating culture awareness and critical thinking through humour
Autorzy:
Takovski, Aleksandar
Powiązania:
https://bibliotekanauki.pl/articles/1955690.pdf
Data publikacji:
2021-12-30
Wydawca:
Krakowskie Towarzystwo TERTIUM
Tematy:
instructional humour
critical thinking
cultural awareness
Opis:
There is an ample evidence supporting the benefits of instructional humour, among which increased attention and interest, information retention and learning speed, more productive learning environment, a more positive image of the instructor, more efficient acquisition of linguistic and cultural competencies, an increased conversational involvement, enhanced cultural awareness and more stimulated critical thinking. However, most of the research findings rely on what is termed appropriate humor such as puns, jokes, anecdotes and alike, while potentially offensive humour that relates to sexual, ethnic, religious, political identity is generally labeled inappropriate and advised to be avoided in the classroom environment. It is in this particular context that this study seeks to test the potential of such humour, sexual and ethnic in particular, to act as a tool of increasing cultural awareness and stimulate critical thinking among university students. To do so, the study relies on an experimental class design combining few in-class and extracurricular activities created by using sexual and ethnic humour samples.
Źródło:
The European Journal of Humour Research; 2021, 9, 4; 1-19
2307-700X
Pojawia się w:
The European Journal of Humour Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE USE OF SOCRATIVE IN ESL CLASSROOMS: TOWARDS ACTIVE LEARNING
Autorzy:
El Shaban, Abir
Powiązania:
https://bibliotekanauki.pl/articles/940868.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Socrative
active learning
critical thinking
SRS
Opis:
The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students’ active learning. In this qualitative study, Socrative, a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners’ (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students’ level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students’ active learning.
Źródło:
Teaching English with Technology; 2017, 17, 4; 64-77
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES
Autorzy:
Valavičienė, Natalija
Penkauskienė, Daiva
Pivorienė, Jolanta
Railienė, Asta
Merfeldaitė, Odeta
Sadauskas, Justinas
Jegelevičienė, Violeta
Indrašienė, Valdonė
Powiązania:
https://bibliotekanauki.pl/articles/628635.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
critical thinking
skills
dispositions
study programmes
Opis:
Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme  makers. Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes. Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.
Źródło:
Journal of Education Culture and Society; 2020, 11, 2; 121-132
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical thinking in the intercultural context: Investigating EFL textbooks
Autorzy:
Sobkowiak, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/780461.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
critical thinking
intercultural competence
EFL textbooks
Opis:
The multicultural world has made intercultural teaching necessary. It should focus on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not “parallel” (Bennett, 2013), at least overlap (Deardorff, 2009). This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students’ critical thinking.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 697-716
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Moderating Effect of Grit on the Relationship Between Critical Thinking and Creativity
Autorzy:
Seo, Eun Hee
Lee, HanSaem
Powiązania:
https://bibliotekanauki.pl/articles/2191738.pdf
Data publikacji:
2023-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
grit
critical thinking
creativity
moderating effect
Opis:
This study aims to examine the relationship among critical thinking, grit, and creativity, which will be core competencies in a future society, and to verify the moderating effect of grit as an individual psychological factor between the two variables. For this purpose, a Likert survey is conducted on undergraduate students in a Korean university; and 129 responses are used. The result shows that, first, critical thinking and grit have significant influences on creativity. Second, the moderating effect of grit on the relationship between critical thinking and creativity is significant. The finding indicates that the higher the grit, the higher the positive relationship between critical thinking and creativity. This result implies that to increase the creativity of college students, an education that increases both critical thinking and grit is necessary.
Źródło:
The New Educational Review; 2023, 71; 129-139
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CRITICAL THINKING IN CURRICULUM
KRYTYCZNE MYŚLENIE W PROGRAMIE NAUCZANIA
Autorzy:
Pietrulewicz, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/479411.pdf
Data publikacji:
2013-12-15
Wydawca:
Uniwersytet Zielonogórski. Instytut Inżynierii Bezpieczeństwa i Nauk o Pracy. Polskie Towarzystwo Profesjologiczne.
Tematy:
krytyczne myślenie
edukacja
critical thinking
education
Opis:
This essay introduces a comprehensive account of critical thinking that can be ascribed to the works of Richard Paul and Linda Elder, and presents guidelines and remarks that can be useful for teachers and instructors interested in designing and conducting an academic course of critical thinking. Philosophical roots of critical thinking, its perspectives and place in education, are also mentioned.
Artykuł stanowi wprowadzenie do uznanej koncepcji krytycznego myślenia przedstawionej przez Richarda Paula i Lindę Elder. Oprócz omówienia głównych założeń wspomnianej koncepcji, w tekście znajdują się wskazówki mogące zostać wykorzystane przez nauczycieli zainteresowanych stworzeniem i przeprowadzeniem kursu krytycznego myślenia. Ponadto, tekst podnosi kwestie filozoficznych korzeni krytycznego myślenia, perspektyw, jakie ono oferuje oraz miejsca jakie znaleźć może ono w edukacji.
Źródło:
Problemy Profesjologii; 2013, 2; 83-91
1895-197X
Pojawia się w:
Problemy Profesjologii
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing Critical Thinking in the Next Generation of Teachers at Universities:
Autorzy:
Novotna, Erika
Powiązania:
https://bibliotekanauki.pl/articles/1837663.pdf
Data publikacji:
2021-06-08
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
critical thinking
teacher training
future generation
Opis:
The world of education has changed. Information is available anywhere and at any time. It can be daunting to understand and assess it and to distinguish a hoax from objective reality. The training of future teachers at universities needs to be changed so that a graduate from a Faculty of Education will become a professional capable of teaching others how to learn. Teachers can no longer only transmit information and evaluate how students acquire it. They should make learning meaningful and guide learners toward critical thinking. The underlying assumption is that they themselves can think critically. The aim of the study is to compare the level of critical thinking in university students between two generations of students, Generation Y (Millennials) and Generation Z (the iGeneration).
Źródło:
Multidisciplinary Journal of School Education; 2021, 10, 1(19); 121-137
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sherlock Holmes introduces critical thinking
Autorzy:
Sabade, Avani
Powiązania:
https://bibliotekanauki.pl/articles/51749675.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii
Tematy:
teaching critical thinking
pedagogy
Sherlockian deductions
Opis:
Sherlock has been admired in medical and criminal investigative education for his detection abilities. What makes him such an iconic figure is his “science of deduction and analysis”. Are there critical thinking traits in Sherlock Holmes’ method which can be used for instruction? Can Holmes be considered an exemplar of critical thinking? The argument here is that Holmes’ methods overlap with educational outcomes of critical thinking courses. A teaching activity designed to allow an exploration of the detective’s abilities in an introductory class is described here.
Źródło:
ARGUMENT: Biannual Philosophical Journal; 2020, 10, 2; 529-538
2083-6635
2084-1043
Pojawia się w:
ARGUMENT: Biannual Philosophical Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
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