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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:
American Education Sphere as a Space of Rational Critical Thinking
Autorzy:
Horokhov, Serhii
Horokhova, Iryna
Powiązania:
https://bibliotekanauki.pl/articles/972836.pdf
Data publikacji:
2018-09-01
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
critical thinking;
development of critical thinking;
education sphere;
educational society;
educational activities;
value;
education process;
universities
Opis:
One of the priority directions of the modern education process is developing of secondary and higher schools students’ critical thinking. Modern society tendencies such as constantly expanding informational space, skyrocketing role of the communicative processes and increasing amount of information form challenge of developing students’ critical thinking for the linguistic and communicative practices. Purpose. The purpose of this article is to analyze the role of critical thinking, to consider philosophical tradition of the critical thinking development, to find out what kinds of critical thinking development techniques providing special educational activities are used at universities. Methods. The methodology of this research is the comparative analysis of different kinds of critical thinking and philosophical systematization of its functions according to the specific value of critical thinking. The functional approaches to realize interdependence of critical thinking and communicative competence, the significance of the philosophical tradition of developing of the critical thinking for the linguistic and communicative practices of critical thinking are implemented in this article. The American tradition of differentiating content presentation, possible interpretations and self-assessment in the analysis of texts is systematized. The analytical method is used to find out the significance of different kinds of critical thinking development methodical techniques, provided special educational communicative activities at universities, such as: reasoning, argumentation, dialogues, debates and others. Results. Considering the importance of argumentation, its skills are taught as in high schools as well as in the US universities. Today teachers require from their students to generate and defend their views, to learn the ability of thinking independently, to formulate their own opinions with responsibility and to defend their position argumentatively. Not least in these requirements occupy argumentative communicative abilities as a way to explain and defend their arguments and critical thinking, which is one of the tools to analyze perceived information. Means of argumentation and critical thinking are improving while the whole students’ training period with the help of such means as dialogue and discussion methods in classes.
Źródło:
Intercultural Communication; 2018, 5, 2; 139-153
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical Thinking in Initial Teacher Education: Secondary Data Analysis from Ahelo GS Feasibility Study in Slovakia
Autorzy:
Šukolová, Denisa
Nedelová, Magdaléna
Powiązania:
https://bibliotekanauki.pl/articles/1997815.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
critical thinking
initial teacher education
assessment
development
Opis:
The study presents a secondary analysis of the “Assessment of Higher Education Learning Outcomes, Generic Skills Strand”, the international study of critical thinking skills (OECD, 2012). National secondary analyses include a comparison of student teachers (n = 110) and students of other study programmes (n = 413) in critical thinking and investigates a potential relation of contextual characteristics with their critical thinking performance. Performance Task and Multiple Choice Questions were used to measure critical thinking skills and a Contextual Questionnaire was used to collect socio-demographic data, and subjectively evaluated characteristics related to test-taking motivation and coursework. The main results showed that student teachers scored lower in critical thinking performance than students of other study programmes.
Źródło:
The New Educational Review; 2017, 49; 19-29
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Użyteczność metod logiki nieformalnej w badaniu argumentów w dyskusjach między teistami a ateistami
Autorzy:
Trombik, Kamil
Powiązania:
https://bibliotekanauki.pl/articles/429093.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
argumentation
informal logic
atheism
theism
critical thinking
Opis:
This paper argues that methods used in informal logic (sometimes called CriticalThinking) could be helpful in examining the arguments in discussionsbetween theists and atheists. Application of the techniques of informal logiccould reveal the substantive value of many commonly shared views about theism(and theists) and atheism (and atheists). The utility of applying informallogic methods has illustrated by several examples.
Źródło:
Semina Scientiarum; 2017, 16
1644-3365
Pojawia się w:
Semina Scientiarum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie obywatelskie a problem nauczania historii – rekonstrukcja zachodniej debaty
Citizenship Education and History – Reconstruction of the Western Debate
Autorzy:
Hejwosz-Gromkowska, Daria
Powiązania:
https://bibliotekanauki.pl/articles/644790.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history education
citizenship education
critical thinking
postmodernism
Opis:
Some academics claim that history education is a vital component in citizenship education, others say that its role is overestimated. In the postmodern perspective there is “the end of the past” which is, to some extend, a product of consumption society and globalization. The contemporary societies are future-oriented and the rituals, myths and the need of belonging have nearly disappeared. In this context the questions about the purposes of history education and its relation to citizenship education are posed: should history education be nation-orientated to build loyalty and commitment or should it develop skills and knowledge for better comprehension of the present? Is history education oriented towards consensus or con ict? How to talk about history in multicultural societies, without marginalizing particular groups and without imperious imposition of the only version of “the Truth”? In order to answer to these question the reconstruction of the western debate has been made.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2013, 3, 1; 135-154
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BLOGS AS A WAY TO ENHANCE EFL READING CLASSES IN A LEBANESE TERTIARY INSTITUTION
Autorzy:
Soufi, Nada
Saad, Karen
Nicolas, Maureen O’Day
Powiązania:
https://bibliotekanauki.pl/articles/955945.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
blogs
motivation
critical thinking
L2 methodology
Opis:
This study investigated the use of blogs in an intensive English program at a university in Lebanon. The paper reports on how blogs can contribute to language acquisition and the development of related literacy skills. Blogs were incorporated into the required curriculum as supplemental material over two semesters. The aim of the strategy was to see if the use of blogs would yield any observable benefits for students particularly in the areas of critical thinking and motivation to read and use the target language. Data were collected through a research diary and focus group interviews with the students. The findings reveal that the use of blogs can nurture students’ critical thinking and enhance their motivation to read and use the target language.
Źródło:
Teaching English with Technology; 2015, 15, 1; 31-47
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Krytyczne myślenie i logika formalna w badaniach literaturoznawczych na przykładzie wybranych utworów Ignacego Krasickiego
Critical thinking and formal logic in literary research based on the example of selected works by Ignacy Kracicki
Autorzy:
Magryś, Roman
Powiązania:
https://bibliotekanauki.pl/articles/956372.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
formal logic
critical thinking
ignacy krasicki
interpretation
Opis:
Formal logic and critical thinking are complementary tools in research of literary texts. Critical thinking is especially useful in the case of works which are antinomic in character as they are based on disputable ironic meeting points. Ignacy Krasicki’s satires are such type of text. A special difficulty is posed by the interpretation of Journey of a Warmian bishop, as the work read separately and with the use of particular contexts assumes ambiguous meanings. The application of the methodology of critical thinking, which is based on multisided approach to text, leads to the conclusion that primary law of classical logic, the law of excluded middle, does not apply. Journey is a dialogic work, even though ideological reasons for and against foreign travels are not equal.
Źródło:
Dydaktyka Polonistyczna; 2019, 5 (14); 58-69
2451-0939
Pojawia się w:
Dydaktyka Polonistyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills
Autorzy:
Bobkina, Jelena
Stefanova, Sfetlana
Powiązania:
https://bibliotekanauki.pl/articles/781047.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
critical thinking skills
critical literacy approach
literature
EFL classroom
Opis:
Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 677-696
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 99

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