Results 251 to 260 of about 466,615 (301)

THE CRITICALITY OF CRITICAL THINKING SKILLS IN HIGHER EDUCATION

2023
Critical 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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The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers

International Conference on Human Factors in Computing Systems
The rise of Generative AI (GenAI) in knowledge workflows raises questions about its impact on critical thinking skills and practices. We survey 319 knowledge workers to investigate 1) when and how they perceive the enaction of critical thinking when ...
H. Lee, Advait Sarkar, Lev Tankelevitch, Ian Drosos, Sean Rintel, R. Banks, Nicholas Wilson   +6 more
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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, 2019
This 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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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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Skills, Generalizability and Critical Thinking

1998
Conceptualizations 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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Investigation of Academicians’ Critical Thinking Skills and Ideas about Critical Thinking Skills

2015
Bu çalışmanın amacı eğitim fakültelerinde fen eğitimi derslerini yürüten akademisyenlerin eleştirel düşünme becerilerini cinsiyet ve branş gibi farklı değişkenler açısından karşılaştırmak, eleştirel düşünme becerilerine ve bu becerilerin fen öğretim sürecinde geliştirilmesine yönelik uygulamaları hakkındaki görüşlerini belirlemektir.
ŞAHİN, Çiğdem, ÇAKMAK, Nuray, HACIMUSTAFAOĞLU, Merve   +2 more
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Critical-Thinking Skills in the Museum

Journal of Museum Education, 2007
(2007). Critical-Thinking Skills in the Museum. Journal of Museum Education: Vol. 32, Critical-Thinking Skills in the Museum, pp. 95-99.
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Developing Critical Thinking Skills

The chapter analyses that it is crucial to incorporate mixed teaching methods that promote mobility, agility, creativity, and critical thinking to enhance student's learning experience. Critical thinking ability is indispensable in all fields, both within and beyond academia. It needs to be more than conventional classroom methods to impart theoretical
Showkat Ahmad Wani, Zahid Hussian
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The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students

Journal of Advanced Nursing, 2003
Background. Critical thinking is essential to nursing practice; therefore, knowledge and understanding of nursing students’ critical thinking skills (CTS) and related dispositions are important to nurse educators. This paper presents the results of a non‐experimental study conducted in spring 1998, identifies implications for nurse educators, and ...
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Teaching Critical Thinking and Problem Defining Skills

Education and Information Technologies, 1998
Critical thinking and skills in defining problems have been among the goals of a computers and society course that had its credits reduced and student number increased. In an attempt to prevent worsening the students‘ learning, four measures were taken. The results actually improved from a failure rate of 21.5% to 0.7%.
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