Factors impacting critical thinking skill development during skills fair intervention
Themes | Subthemes | Frequency of mentions |
---|---|---|
Internal factors | 33 | |
Confidence and anxiety levels | 17 | |
Attitude | 10 | |
Age | 6 | |
External factors | 62 | |
Experience and practice | 21 | |
Faculty involvement | 24 | |
Positive learning environment | 11 | |
Faculty prompts | 6 |
Skills fair intervention as a developmental strategy for critical thinking
Themes | Subthemes | Frequency |
---|---|---|
Develops alternative thinking | 13 | |
Application of knowledge and skills | 9 | |
Noticing trends to prevent complications | 4 | |
Thinking before doing | 10 | |
Considering future outcomes | 5 | |
Analyzing relevant data | 5 |
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Zohre ghazivakili.
1 Emergency medical services department, Paramedical school, Alborz University of Medical Sciences, Karaj, Iran;
2 Educational Development Center, Alborz University of Medical Sciences, Karaj, Iran;
3 Nursing and midwifery school, Shahid Beheshti University of Medical Sciences, Tehran, Iran;
4 Department of Epidemiology and Biostatistics, Public Health School, Tehran, Iran;
5 Medical school, Alborz University of Medical Sciences, Karaj, Iran;
6 Amirkabir University of Technology(Polytechnic), Tehran, Iran
Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science.
Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05.
Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles.
Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.
The current world needs people with a lot of capabilities such as understanding and using different ways of thinking, research, problem solving, critical thinking and creativity. Critical thinking is one of the aspects of thinking that has been accepted as a way to overcome the difficulties and to facilitate the access to information in life ( 1 ).
To Watson and Glizer, critical thinking is a combination of knowledge, attitude, and performance of every individual. They also believe that there are some skills of critical thinking such as perception, assumption recognition deduction, interpretation and evaluation of logical reasoning. They argue that the ability of critical thinking, processing and evaluation of previous information with new information result from inductive and deductive reasoning of solving problems. Watson and Glizer definition of critical thinking has been the basis of critical thinking tests that are widely used to measure the critical thinking today ( 2 ).
World Federation for Medical Education has considered critical thinking one of the medical training standards so that in accredited colleges this subject is one of the key points. In fact, one of the criteria for the accreditation of a learning institute is the measurement of critical thinking in its students ( 3 ).
In addition to critical thinking, learning style, i.e. the information processing method, of the learners, is an important key factor that has a major role in problem solving. According to David Kolb’s theory, learning is a four-step process that includes concrete experience, reflective observation, abstract conceptualization and active experimentation. This position represents two dimensions: concrete experience versus abstract thinking, and reflective observation to active experimentation. These dimensions include four learning styles: divergent, convergent, assimilate, and accommodate. According to Kolb and Ferry, the learner needs four different abilities to function efficiently: Learning styles involve several variables such as academic performance of learner, higher education improvement; critical thinking and problem solving ( 4 ).
Due to the importance of learning styles and critical thinking in students' academic performance, a large volume of educational research has been devoted to these issues in different countries. Demirhan, Besoluk and Onder (2011) in their study on critical thinking and students’ academic performance from the first semester to two years later have found that contrary to expectations the students’ critical thinking level reduced but the total mean of students’ scores increased. This is due to the fact that the students are likely to increase adaptive behavior with environment and university and reduce the stress during their education ( 1 ).
In another study over 330 students in Turkey, the students who had divergent learning style, had lower scores in critical thinking in contrast with students who have accommodator learning style ( 5 ).
Also Mahmoud examined the relationship between critical thinking and learning styles of the Bachelor students with their academic performance in 2012. In this study all the nursing students of the university in the semesters four, six and eight were studied. The results did not show any significant relationship between critical thinking and learning styles of nursing students with their academic performance ( 6 ).
Another research by Nasrabadi in 2012 showed a positive relationship between critical thinking attitudes and student's academic achievement. The results showed that there was a significant difference between the levels of critical thinking of assimilating and converge styles. Also converging, diverging, assimilating and accommodating styles had the highest level of critical thinking, respectively ( 4 ). Among other studies we can refer to Sharma’s study in 2011 whose results suggested a relationship between the academic performance and learning styles ( 7 ).
Today university students should not only think but also should think differently and should not only remember the knowledge in their mind but also should research the best learning style among different learning styles. Therefore, the study on the topic of how the students think and how they learn has received great emphasis in recent years. In this regard, with the importance of the subject, researchers attempted to doa research in this area to determine the relationship between critical thinking and learning styles with academic performance of the students at Alborz University of Medical Sciences.
This study is a descriptive-analytic, cross sectional study and investigates the relationship between critical thinking and learning styles with students’ academic performance of Alborz University of Medical Science in 2012. After approval and permission from university’s authorities and in coordination with official faculties, the critical thinking and learning styles questionnaire was given to the undergraduate students in associate degree, bachelor, medicine (second semester and after that). The total number of participants in the study was 216 students with different majors such as medical, nursing and midwifery, and health and medical emergency students. The tool to collect the data was a two-part questionnaire of Kolb's learning styles and California's critical thinking skills test (form B). The Kolb's questionnaire has two parts. The first part asks for demographic information and the second part includes 12 multiple choice questions. The participants respond to the questions with regard to how they learn, and the scores of respondents are ranked from 1 to 4 in which 4 is most consistent with the participants’ learning style 3 to some extent, 2 poorly consistent and 1 not consistent To find the participants’ learning styles, the first choice of all 12 questions were added together and this was repeated for other choices. Thus, four total scores for the four learning styles were obtained, the first for concrete experience learning style, the second for reflective observation of learning style, the third for abstract conceptualization learning style and the forth for active experimentation learning style. The highest score determined the learning style of the participant. The California critical thinking skills test (form B) includes 34 multiple choice questions with one correct answer in five different areas of critical thinking skills, including evaluation, inference, analysis, inductive reasoning and deductive reasoning. The answering time was 45 minutes and the final score is 34 and the achieved score in each section of the test varies from 0 to 16. In the evaluation section, the maximum point is 14, in analysis section 9, in inference section 11, in inductive reasoning 16 and in deductive reasoning the maximum point was 14. So there were 6 scores for each participant, which included a critical thinking total score and 5 score for critical thinking skills. Dehghani, Jafari Sani, Pakmehr and Malekzadeh found that the reliability of the questionnaire was 78% in a research. In the study of Khalili et al., the confidence coefficient was 62% and construct validity of all subscales with positive and high correlation were reported between 60%-65%. So this test was reliable for the research. Collecting the information was conducted in two stages. In the first stage, the questionnaires were given to the students and the objectives and importance of the research were mentioned. In the next stage, the students' academic performance was reviewed. After data collection, the data were coded and analyzed, using the SPSS 14 ( SPSS Inc, Chicago, IL, USA) software. To describe the data, descriptive statistics were used such as mean and standard deviation for continues variables and frequency for qualitative variables. Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine the relationship between variables at a significant level of p<0.05.
Research hypothesis
225 questionnaires were distributed of which 216 were completely responded (96%). The age range of the participants was from 16 to 45 with the mean age of (22.44±3.7). 52.8% of participants (n=114) were female, 83.3% (n=180) were single, 30.1% of participants’ (n=65) major was pediatric anesthesiology of OR, 35.2% of participants (n=76) were in fourth semester, 74.5% (n=161) were unemployed and 48.6 % (n=105) had Persian ethnicity.
The range of participants’ average grade points, which were considered as their academic performance, were from 12.51 to 19.07 with a mean of (16.75±1.3). According to Kolbs' pattern, 42.7% (n=85) had the convergent learning style (the maximum percentage) followed by 33.2 % (n= 66) with the assimilating style and only 9.5%, (n= 19) with the accommodating style (the minimum percentage).
Among the 5 critical thinking skills, the maximum mean score belonged to deductive reasoning skill (3.38±1.58) and the minimum mean score belonged to analysis skill (1.67±1.08).
Table 1 shows the frequency distribution and demographic variables and the academic performance of the students. According to the Chi-square (Χ 2 ) p-value, there was a significant relationship between gender and learning style (p=0.032), so that nearly 50 percent of males had the assimilating learning style and nearly 52 percent of the females had the convergent learning style.
The relationship between demographic variable and student’s academic performance with learning styles
Male | 14 (15.1) | 10 (10.8) | 30 (23) | 39 (41.9) | 0.032 | |
Female | 15 (1.2) | 9.58 | 55 (51.9) | 27 (25.5) | ||
Single | 24 (13.9) | 15 (8.7) | 77 (44.5) | 57 (32.9) | 0.470 | |
Married | 5 (19.2) | 4 (15.4) | 8 (30.8) | 9 (34.6) | ||
Unemployment | 26 (17.1) | 9 (5.9) | 67 (44.1) | 50 (32.9) | 0.006 | |
Employed | 3 (9.1) | 8 (24.2) | 10 (30.3) | 12 (36.4) | ||
Health | 4 (6.9) | 4 (6.9) | 30 (51.7) | 20 (34.5) | 0.009 | |
Nursing, Midwifery | 5 (11.6) | 1 (2.3) | 22 (51.2) | 15 (34.9) | ||
Anesthesiology/OR | 12 (19.4) | 11 (7.7) | 25 (40.3) | 14 (22.6) | ||
Medical emergency | 8 (22.2) | 3 (8.3) | 8 (22.2) | 17 (47.2) | ||
Second | 2 (4.7) | 2 (4.7) | 19 (44.2) | 20 (46.5) | 0.001 | |
Third | 8 (14.8) | 3 (5.6) | 27 (50.0) | 16 (29.6) | ||
Fourth | 11 (16.7) | 14 (6.6) | 29 (43.9) | 22 (33.3) | ||
Fifth and later | 6 (18.8) | 10 (31.3) | 8 (25.0) | 17 (25.0) | ||
Persian | 14 (14.6) | 12 (12.8) | 46 (47.9) | 24 (25.0) | 0.130 | |
Turk | 9 (15.5) | 5 (8.6) | 26 (44.8) | 18 (31.0) | ||
Kurd | 3 (10.7) | 2 (7.1) | 9 (32.1) | 14 (50.0) | ||
Other | 3 (17.6) | 0 (0.0) | 4 (23.5) | 10 (58.8) | ||
1.50±21.7 | 23.20±3.10 | 22.07±2.65 | 44.22±3.73 | 0.114 | ||
16.66±1.19 | 16.27±1.09 | 17.07±1.13 | 16.50±1.26 | 0.040 |
The relationship between employment, major and semester of studying with the learning style was significant at a p-value of 0.049, 0.006, 0.009 and 0.001, respectively. The mean and standard deviation of age and students' academic performance in the four learning styles are reported in Table 1 .
Using the one way analysis of variance (One way ANOVA) and comparing the mean age of four groups, we found a significant relation between age and academic performance with learning style (p=0.049).
The students with convergent learning style had a better academic performance than those with other learning styles and in the performance of those with the assimilating learning style the weakest.
Table 2 shows the relationship between the total score of critical thinking skills and each of the demographic variables and academic performance. The results of the t-test and one way ANOVA variance analysis are reported to investigate the relationship between each variable with skills below the mean standard deviation.
Relationships between CCT Skills and demographic variables Using t-test and ANOVA. Pearson Correlation coefficient between age and Student's performance with CCT Skills was reported
| | | | | |||
---|---|---|---|---|---|---|---|
3.20±1.71 | 1.68±1.11 | 2.03±1.15 | 3.28±1.56 | 2.94±1.50 | |||
3.18±1.39 | 1.66±1.05 | 2.44±1.28 | 3.47±1.61 | 3.23±1.57 | |||
0.927 | 0.926 | 0.021 | 0.406 | 0.198 | |||
3.27±1.59 | 1.72±1.05 | 2.21±1.19 | 3.40±1.64 | 3.15±1.52 | |||
2.81±1.30 | 1.42±1.20 | 2.40±1.43 | 3.28±1.30 | 2.81±1.63 | |||
0.088 | 0.157 | 0.418 | 0.690 | 0.256 | |||
3.21±1.53 | 1.66±1.06 | 2.23±1.22 | 3.41±1.65 | 3.07±1.56 | |||
3.15±1.63 | 1.70±1.14 | 2.27±1.29 | 3.29±1.39 | 3.17±1.51 | |||
0.836 | 0.841 | 0.835 | 0.642 | 0.700 | |||
2.86±1.58 | 1.63±1.03 | 1.93±1.24 | 2.88±1.57 | 2.97±1.45 | |||
3.15±1.31 | 1.42±1.03 | 2.38±1.15 | 3.44±1.57 | 2.97±1.52 | |||
3.42±1.69 | 1.86±1.11 | 2.53±1.21 | 3.65±1.64 | 3.48±1.63 | |||
3.23±1.51 | 1.71±1.13 | 1.94±1.27 | 3.42±1.44 | 2.73±1.44 | |||
0.332 | 0.211 | 0.024 | 0.100 | 0.083 | |||
2.89±1.85 | 1.81±1.19 | 2.53±1.35 | 3.28±1.87 | 3.27±1.50 | |||
3.42±1.34 | 1.49±1.06 | 2.35±1.38 | 3.46±1.58 | 3.29±1.57 | |||
3.03±1.53 | 1.63±0.90 | 1.98±1.06 | 3.27±1.47 | 2.67±1.50 | |||
3.54±1.48 | 2.03±1.19 | 2.26±1.13 | 3.72±1.52 | 3.39±1.57 | |||
0.181 | 0.117 | 0.130 | 0.568 | 0.049 | |||
3.27±1.60 | 1.55±1.07 | 2.49±1.25 | 3.44±1.71 | 2.38±1.58 | |||
3.16±1.52 | 1.75±1.09 | 2.00±1.23 | 3.32±1.52 | 2.86±1.48 | |||
3.18±1.56 | 1.89±1.10 | 1.92±1.08 | 3.28±1.32 | 2.92±1.41 | |||
2.87±1.40 | 1.68±1.07 | 2.25±1.18 | 3.43±1.59 | 2.56±1.59 | |||
0.816 | 0.438 | 0.045 | 0.953 | 0.047 | |||
-0.008 | -0.041 | 0.059 | 0.023 | -0.056 | -0.070 | ||
0.285 | 0.041 | 0.425 | 0.761 | 0.448 | 0.36 | ||
-0.003 | 0.075 | 0.158 | 0.095 | 0.028 | 0. 149 | ||
0.97 | 0.29 | 0.027 | 0.194 | 0.698 | 0.044 |
* Significant in surface 0.05
** Significant in surface 0.01
Based on the t-test and ANOVA, p-value of t and F, the mean of total score of critical thinking skills had only significant relationship with students’ major (p=0.020). Also a significant relationship was found between the major of students and gender with inference skill; semester of study with deductive reasoning skill, and ethnicity with 2 skills of inference and deductive reasoning (p<0.05).
Also regarding the relationship between age and the student academic performance with each of the critical thinking skills, the Pearson correlation coefficient results indicated a significant positive relationship but a negative relationship between age and analysis skill, i.e. with the increase of age, the score of analysis skill was reduced (p<0.05). Academic performance of the students had a direct significant relationship with critical thinking total score and inference skill; the more the score, the better the academic performance of students (p<0.05).
Table 3 shows the mean and standard deviation of learning styles score in the 4 groups of learning style. Using ANOVA one way ANOVA, the relationship between learning style and critical thinking skills and the comparison of the mean score for each skill in four styles are reported in the last column of the Table 3 .
The Relationship between critical thinking styles with learning styles
3.40±1.29 | 3.66±1.57 | 3.29±1.59 | 2.70±1.61 | 0.045 | |
1.91±1.24 | 1.88±1.07 | 1.69±1.11 | 1.43±0.96 | 0.185 | |
1.91±1.24 | 2.33±0.90 | 2.29±1.25 | 2.25±1.31 | 0.594 | |
3.59±1.59 | 3.83±1.50 | 3.53±1.61 | 2.81±1.59 | 0.028 | |
2.83±1.52 | 3.44±1.75 | 3.03±1.53 | 3.13±1.49 | 0.625 | |
7.33±2.10 | 7.88±2.56 | 7.30±2.44 | 6.41±2.52 | 0.032 |
Based on the p-value of ANOVA, the mean of evaluation skill and inductive reasoning skill had a significant difference and the relationship between these two skills with learning style was significant (p<0.05). Also the mean of critical thinking’s total score was significantly different in the four groups and the relationship between total score with learning style was significant, too (p<0.05).
The mean and confidence interval of university students’ performance in four learning styles
The mean and confidene interval of critical thinking skills
The study findings showed that the popular learning style among the students was the convergent style followed by the assimilating style which is consistent with Kolb's theory stating that medical science students usually have this learning style ( 8 ). This result was consistent with the results of other studies ( 9 , 10 ). In Yenice's study in which the student of training teacher were the target of the project, the most frequent learning styles were divergent and assimilating styles and these differences originate from the different target group of study in 2012 ( 11 ).
This study showed a significant relationship between learning style and gender, age, semester and employment. Meyari et al. did not find any significant relationship between learning style, age and gender of the freshman but for the fifth semester students, a significant relationship with age and gender was found ( 10 ). Also in Yenice's study, no relationship with learning style, gender, semester and age was found.
Furthermore, in the first semester divergent style, in the second semester assimilating style and in the third and fourth semester divergent style were accounted for the highest percentage. Also in the group age of 17-20 years the assimilating style and the age of 21-24 years the divergent style were dominant styles ( 11 ).
In the present study, it was found a significant positive relationship between convergent learning style and academic performance. Also in the study of Pooladi et al. the majority of the students had convergent style and they also found a significant relationship between learning style, total mean score and the mean of practical courses ( 12 ). Nasrabadi et al. found that students with the highest achievement were those with convergent style with a significant difference with those with divergent style ( 4 ). But the results are inconsistent to Meyari et al.’s ( 10 ).
In this study, the obtained mean score from the critical thinking questionnaire was (7.15±2.41) that was compared with that in the study of Khalili and Hoseinzadeh which was to validate and make reliable the critical thinking skills questionnaire of California (form B) in the Iranian nursing students; the mean of total score was about the 11th percentile of this study ( 13 ).
In other words, the computed score for critical thinking of the students participating was lower than 11 score that is in the 50th percentile and of course is lower than normal range.
Hariri and Bagherinezhad had shown that the computed score for Bachelor and Master students of Health faculty was also lower than the norm in Iran ( 14 ). Also Mayer and Dayer came to a similar conclusion in critical thinking skill in the Agricultural university of Florida’s students in 2006 ( 15 ).
But in Gharib et al.’s study, the total score of critical thinking test among the freshman and senior of Health-care management was in normal range ( 16 ). Wangensteen et al., found that the critical thinking skills of the newest graduate nursing students were relatively high in Sweden in 2010 ( 17 ).
In this study, students of all levels (Associate, Bachelor and PhD) with various fields of study participated but other studies have been limited to certain graduate courses that may explain the differences in levels of special critical thinking skills score in this study. In this study we found a significant relationship between total score of critical thinking and major of the students. This result is consistent with Serin et al. ( 18 ).
It was found a significant relationship between major of participants, gender and inference skill, semester and deductive reasoning skill, ethnicity and both inference and deductive reasoning skills.
In the Yenice's study significant relationship between critical thinking, group of age, gender and semester was seen ( 11 ). In Wangensteen et al.’s ( 17 ) study in the older age group, the level of critical thinking score increased. In Serin et al.’s ( 18 ) study the level of communication skills in girls was better than that in boys. And also a significant relationship was found between critical thinking and academic semester, but in Mayer and Dayer’s study no significant relationship between critical thinking levels and gender was found ( 4 , 15 ).
The results also showed that the total score of critical thinking and analytical skills of students and their performance had a significant relationship. Nasrabady et al.’s study also showed that there was a positive relationship between critical thinking reflection attitude and academic achievement ( 4 ). This is contradictory with what Demirhan, Bosluk and Ander found ( 6 , 15 ).
The results of the relationship between learning style and critical thinking indicated that the relationship between evaluation and inductive reasoning was significant to learning style (p<0.05). The relationship of critical thinking total score with learning style was also significant (p<0.05). Thus the total score for those with the conforming style of critical skills was more than that with other styles. But in the subgroup of inference skills, those with the convergent style had a higher mean than those with other styles.
Yenice found a negative relationship between critical thinking score and divergent learning style and a positive relation between critical thinking score and accommodating style ( 11 ).
Siriopoulos and Pomonis in their study compared the learning style and critical thinking skills of students in two phases: at the beginning and end of education and came to this conclusion that the learning style of students changed in the second phase.
For example, the divergent, convergent and accommodating styles languished and the assimilating style (combination of abstract thinking and reflective observation) was noticeably strengthened. However, those with converging learning style had higher levels of critical thinking.
The level of students’ critical thinking was lower in all international standards styles. Perhaps it was because of widely used teacher-centered teaching methods (lectures) in that university ( 19 ).
The results in the study of Nasrabady et al. showed that there was a significant difference between the level of learners’ critical thinking and divergent and assimilating styles ( 4 ).
Those with converging, diverging, assimilating and accommodating styles had the highest level of critical thinking, respectively.
Also there was a positive significant relationship between the reflective observation method and critical thinking and also a negative significant relationship between the abstract conceptualization method and critical thinking ( 4 ). But in another study that Mahmud has done in 2012, he did not find any significant relationship between learning style, critical thinking and students’ performance ( 6 ).
The results of this study showed that the students’ critical thinking skills of this university aren't acceptable. Also learning styles, critical thinking and academic performance have significant relationship with each other. Due to the important role of critical thinking in enhancing professional competence, it is recommend using teaching methods which are consistent with the learning styles.
This study is based on a research project that was approved in Research Deputy of Alborz University of Medical sciences. We sincerely appreciate all in Research Deputy of Alborz University of Medical sciences who supported us financially and morally and all students and colleagues who participated in this study.
Conflict of Interest: None declared.
Home > Graduate Research and Creative Practice > Culminating Experience Projects > 456
The importance of critical thinking skills in secondary classrooms.
Clinton T. Sterkenburg , Grand Valley State University Follow
Graduate degree type, degree name.
Education-Instruction and Curriculum: Secondary Education (M.Ed.)
College of Education
Sherie Klee
According to research, many students lack effective critical thinking skills. The ability to think critically is crucial for individuals to be successful and responsible. Many students have difficulties understanding this important skill and especially lack the ability to initiate and apply the process. Although a difficult task, educators have the responsibility to teach critical skills to students and to discern when certain instructional methods or activities are not helping students. Each student is different, and their needs must be considered, this correlates with how they learn and process information. Research has shown that traditional teaching methods that require students to regurgitate information do not prove helpful in teaching students to apply and understand the critical thinking process. Therefore, effective teachers expand upon traditional teaching methods and differentiate instructional and activity design for imparting critical thinking skills to students. This project presents some of the possible reasons students have difficulties thinking critically and provides examples of instructional and lesson design methods that are proven to help students understand critical thinking. The goal of this project is to provide a guide for secondary teachers to address the lack of critical thinking skills in many students. The ability to think critically will greatly benefit students and help them become productive members of society.
Sterkenburg, Clinton T., "The Importance of Critical Thinking Skills in Secondary Classrooms" (2024). Culminating Experience Projects . 456. https://scholarworks.gvsu.edu/gradprojects/456
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Home > ETD > Doctoral > 5866
Exploring student perceptions of problem-based learning and clinical field experiences: a phenomenological study.
Ashley Michelle Boles , Liberty University Follow
School of Education
Doctor of Philosophy in Education (PhD)
Mary Strickland
problem-based learning, medical education, higher-order thinking and processing, critical thinking, clinical reasoning, problem-solving, clinical field experiences
Education | Medicine and Health Sciences
Boles, Ashley Michelle, "Exploring Student Perceptions of Problem-Based Learning and Clinical Field Experiences: A Phenomenological Study" (2024). Doctoral Dissertations and Projects . 5866. https://digitalcommons.liberty.edu/doctoral/5866
The purpose of this phenomenological study is to understand the experiences of participating in a physical therapy course primarily taught using problem-based learning teaching methods for Doctor of Physical Therapy students at a university in the mid-western United States. This study aimed to understand student perception of PBL and its effects on clinical field experiences (CFEs), specifically related to higher-order processing skills. The theory guiding this study was the social constructivism theory as it explains how knowledge acquisition and learning occurs through social interactions during problem-based learning activities. The central research question this study attempted to answer was: What were the experiences of DPT students who participate in a PBL education? This study design was a qualitative, hermeneutic phenomenological study. Convenience sampling was done from a pool of DPT students at a university in the midwestern United States. Data collection methods included journal prompts, individual interviews, and focus groups. Data analysis was based on van Manen’s data analysis methods. Findings reveal DPT students preferred PBL over traditional teaching methods and felt the use of PBL improved their higher-order thinking and processing skills. Participants felt that PBL teaching methods were conducive to their learning as the method allowed for real-time feedback and a perception of better content retention. DPT students also felt that using PBL teaching methods improved their ability to prioritize and funnel information to organize information in a way conducive to developing a solution to the problem. Participants felt that the problem-solving, critical thinking, and clinical reasoning they developed during the therapeutic exercise course did carry over into their ability to apply these higher-order thinking and processing skills during CFEs.
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We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.
In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.
If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.
Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.
When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat
You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.
When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).
The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.
The reference and in-text citations for ChatGPT are formatted as follows:
Let’s break that reference down and look at the four elements (author, date, title, and source):
Author: The author of the model is OpenAI.
Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.
Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.
The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.
Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.
Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).
You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.
We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?
On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.
For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.
Update: APA Journals has published policies on the use of generative AI in scholarly materials .
We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
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In recent decades, approaches to critical thinking have generally taken a practical turn, pivoting away from more abstract accounts - such as emphasizing the logical relations that hold between statements (Ennis, 1964) - and moving toward an emphasis on belief and action.According to the definition that Robert Ennis (2018) has been advocating for the last few decades, critical thinking is ...
4. Critical Thinking as an Applied Model for Intelligence. One definition of intelligence that directly addresses the question about intelligence and real-world problem solving comes from Nickerson (2020, p. 205): "the ability to learn, to reason well, to solve novel problems, and to deal effectively with novel problems—often unpredictable—that confront one in daily life."
1. Introduction. Critical thinking is a high-order thinking activity for "deciding what to believe or do" [1].It comprises skills of interpretation, analysis, evaluation, inference, explanation, self-regulation, inquisitiveness, self-confidence, open-mindedness, prudence, and the like [2].Critical thinking was interpreted as seven definitional strands: judgment, skepticism, originality ...
About Double Helix. Double Helix is an international, peer-reviewed journal of pedagogy. It publishes work addressing linkages between critical thinking and writing, in and across the disciplines, and it is especially interested in pieces that explore and report on connections between pedagogical theory and classroom practice. Current Volume:
Our ability to think critically and our disposition to do so can have major implications for our everyday lives. Research across the globe has shown the impact of critical thinking on decisions about our health, politics, relationships, finances, consumer purchases, education, work, and more. This chapter will review some of that research. Given the importance of critical thinking to our ...
1. Introduction. Developing students' critical thinking skills is regarded as a highly important educational goal in many societies around the world, as it is seen as promoting such disparate qualities as democracy and personal development (Behar-Horenstein and Niu, 2011, Beyer, 1995, Facione, 2006, Martin, 2005, Tsui, 1998).Despite the importance of critical thinking as an educational goal ...
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Proliferating information and viewpoints in the 21st century require an educated citizenry with the ability to think critically about complex, controversial issues. Critical thinking requires epistemic cognition: the ability to construct, evaluate, and use knowledge. Epistemic dispositions and beliefs predict many academic outcomes, as well as ...
Critical thinking requires epistemic cognition: the ability to construct, evaluate, and use knowledge. Epistemic dispositions and beliefs predict many academic outcomes, as well as whether people use their epistemic cognition skills, for example, scrutinizing methods in science and evaluating sources in history.
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Critical thinking in higher education. The origin of the modern conception of critical thinking, according to Ritola (Citation 2021), can be attributed to John Dewey's (Citation 1933) philosophy about reflective thinking, which is understood as an active consideration of a belief that leads to knowledge based on grounds.In other words, reflective thinking is a conscious effort involving ...
Thinking critically is a key competence, more than ever in these unprecedented and uncertain times. It enables source evaluation, argument construction, and reasoning. Sage recognizes the importance of critical thinking skills not only in fighting bias and misinformation campaigns, but in day-to-day life: the classroom, the workplace, and beyond.
Our critical thinking skills framework. The focus on critical thinking skills has its roots in two approaches: the cognitive psychological approach and the educational approach (see for reviews, e.g. Sternberg Citation 1986; Ten Dam and Volman Citation 2004).From a cognitive psychological approach, critical thinking is defined by the types of behaviours and skills that a critical thinker can show.
Abstract. Developing students' critical thinking is a major educational goal in societies around the world. In spite of this, the research community has had serious problems handling this highly prized goal. In reference to these problems, several issues have been discussed, one being the theory issue, where the theoretical development has ...
Even without explicit attempts to foster critical thinking, there is certainly a widespread perception that college breeds critical thinkers. Tsui (1998) reported that 92% of students in a large multi-institution study believed they had made some gains in critical thinking, and 39.3% thought their critical thinking had grown much stronger. Only 8.9% believed it had not changed or had grown weaker.
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Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving.
According to research, many students lack effective critical thinking skills. The ability to think critically is crucial for individuals to be successful and responsible. Many students have difficulties understanding this important skill and especially lack the ability to initiate and apply the process. Although a difficult task, educators have the responsibility to teach critical skills to ...
1. Introduction. Critical thinking has been identified as one of the most important outcomes of higher education courses (Dunne, 2015; Facione, 1990).It is the "kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions" (Halpern, 1999, pp. 70).Strong critical thinking skills are therefore considered essential if higher education ...
Media literacy in support of critical thinking. Journal of Educational Media, 24, 43-54. Crossref. Google Scholar. Follert V. F., Colbert K. R. (1983, November). An analysis of the research concerning debate training and critical thinking improvements. Paper presented at the 69th annual meeting of the Speech Communication Association ...
Data collection methods included journal prompts, individual interviews, and focus groups. ... Participants felt that the problem-solving, critical thinking, and clinical reasoning they developed during the therapeutic exercise course did carry over into their ability to apply these higher-order thinking and processing skills during CFEs.
They ignite curiosity, hone critical thinking, and empower students to really lose themselves in subjects that ignite their passion. With this diverse selection, students can embark on a research odyssey that aligns with their interests, ignites their curiosity, and equips them with the valuable skills needed for academic success in high school ...
In their wide-ranging review of perspectives, models and movements in critical thinking in the 20th and 21st centuries, Davies and Barnett (2015: 10) concede that critical thinking is hard to define. They cite the American Philosophical Association's attempt to provide a definitive account of the concept as:
We, the APA Style team, are not robots. We can all pass a CAPTCHA test, and we know our roles in a Turing test.And, like so many nonrobot human beings this year, we've spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT.
The development of critical thinking is an important step in achieving the goals of holistic education, not only through helping students gain knowledge but above all through ensuring that they think effectively. The aim of this article is to explore the concept of critical thinking and to discuss possibilities to develop students' critical ...
Chikeleze Michael, Johnson Iris, Gibson Trey (2018), "Let's Argue: Using Debate to Teach Critical Thinking and Communication Skills to Future Leaders," Journal of Leadership Education, 17 (2), 123‐137.