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Validity of a Measure of Critical Thinking Skills
Psychological Reports, 1987Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test.
BRUCE THOMPSON, JANET G. MELANCON
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Wanted: Nurses With Critical Thinking Skills
The Journal of Continuing Education in Nursing, 1990ABSTRACT Knowing how to think, apply, analyze, synthesize, and evaluate are crucial skills for nursing professionals. Development of critical thinking skills requires educational involvement beyond the level of basic preparation. The diffusion of nursing knowledge afforded by continuing education in nursing makes it the perfect milieu for the
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2019
What is critical thinking, and how we can use critical thinking skills in our daily lives at work, in the class room, and in daily activities? Critical thinking skills are not just for engineers or scientists; everybody can develop, use, and benefit from using critical thinking.
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What is critical thinking, and how we can use critical thinking skills in our daily lives at work, in the class room, and in daily activities? Critical thinking skills are not just for engineers or scientists; everybody can develop, use, and benefit from using critical thinking.
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The Impact of Explicit Instruction of Critical Thinking on EFL Learners Critical Thinking Skills
2023Many studies have advocated the importance of teaching critical thinking (CT) skills, and have also provided some suggestions for its effective pedagogy. However, there is a dearth of research examining the efficacy of such instruction. This quantitative(quasi-experimental) and qualitative study aimed to investigate the impact of explicit instruction ...
Oroujlou, Naser, Sadeghi, Karim
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Critical Thinking Beyond Skill
Educational Philosophy and Theory, 2007The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and ...
Papastephanou, Marianna +3 more
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THE CRITICALITY OF CRITICAL THINKING SKILLS IN HIGHER EDUCATION
2023Critical thinking is widely regarded as a fundamental skill in the twenty-first century that learners of all ages should possess, especially, higher education learners. It is vital to improve the cognitive abilities of the learners of this era. The learners in higher education are the foundation of society, as they are at the ideal age to expand their ...
Arthi M P, Gandhimathi S N S
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Entrepreneurship is a dynamic and multifaceted endeavor that combines creativity, strategy, and execution. It not only drives economic progress but also has the potential to bring about significant social change by addressing unmet needs and improving lives. However, the rate of failure in entrepreneurial journey is also very high at the same time.
Yanamandra Ramakrishna +2 more
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Yanamandra Ramakrishna +2 more
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Reasoning as a Critical Thinking Skill
Annals of the International Communication Association, 1991(1991). Reasoning as a Critical Thinking Skill. Annals of the International Communication Association: Vol. 14, Communication Yearbook 14, pp. 441-444.
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Mathematical Critical Thinking and Creative Thinking Skills
Proceedings of the 2019 International Conference on Mathematics, Science and Technology Teaching and Learning, 2019This paper examines the correlation of mathematical critical thinking and creative thinking skills towards students' mathematical achievements. A total of 115 eighth grade students from three schools in Sleman Regency were involved as the subject of this research.
Elsa Susanti, null Hartono
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Skills, Generalizability and Critical Thinking
1998Conceptualizations of critical thinking framed in terms of mental processes have been highly influential in contemporary education. Such conceptualizations have, however, been criticized by philosophers of education both because of the problematic nature of the notion of mental processes and because of their lack of a normative dimension.
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