This book consists of seven chapters, each providing a different point of view on the topic of critical thinking, which is defined as the analysis of facts to form a judgment. Chapter One aims to develop a method for improving students’ critical thinking skills using cooperative learning. Chapter Two focuses on an education program designed to develop students’ creativity and critical thinking skills and the impact this program had on teachers in Portuguese public schools. Chapter Three discusses the methods of teaching critical thinking that are most suitable for the Russian educational community. Chapter Four analyzes the importance of critical thinking skills for fighting misinformation in the context of the COVID-19 pandemic, around which many unscientific rumors and conspiracy theories are propagated alongside truthful information. Chapter Five also concerns the COVID-19 pandemic, specifically in connection with the natural human bias towards optimism and how this bias distorts risk assessment in health-related decisions but also provides a sense of control and hope. Chapter Six discusses how teachers can leverage Donald Trump’s proclivity towards manipulative rhetoric, glaring fallacies, and conspiracy theories for teaching critical thinking skills, as well as the potential pitfalls of doing so. Finally, Chapter Seven aims to rethink Essential Learning Outcomes by examining what skills are valued by employers and proposes a strategy of cross-listing courses to facilitate skill acquisition across disciplines.
Author(s): John C. Sanders
Series: World Philosophy
Publisher: Nova Science Publishers
Year: 2021
Language: English
Pages: 215
City: New York
Contents
Preface
Chapter 1
Empowering Students’ Critical Thinking Skills with Investigations through Cooperative Problem Solving (ITCPS) Model
Abstract
1. Introduction
2. Philosophical Basis of the Development of Investigation through Cooperative Problem Solving (ITCPS) Model
2.1. The Ontology Foundation
2.2. The Axiological Foundation
2.3. The Epistemological Foundation
2.3.1. Behavioral Learning Theory
2.3.2. Development Perspective
2.3.3. Social Interdependence Theory
3. Cooperative Learning
3.1. Positive Interdependence
3.2. Personal Responsibility
3.3. Face to Face Promotive Interaction
3.4. Interpersonal Skills (Communication between Members)
3.5. Group Processing
4. Problem-Solving
5. Critical Thinking
6. Conceptual of Investigations through Cooperative Problem Solving (ITCPS) Model
6.1. Syntax
6.1.1. Investigation through Cooperative Problem Solving Model Design
6.1.2. Teacher Roles and Duties
6.2. The Principle of Reaction
6.3. Support System
6.4. Instructional Impact
6.4.1. Investigation through Cooperative Problem Solving in Empowering Critical Thinking Skills
6.4.2. The Potential of Investigation Model through Cooperative Problem Solving in Increasing Learning Outcomes
6.5. Accompaniment Impact
6.5.1. Increasing Student Motivation
6.5.2. The Potential of Investigation Model through Cooperative Problem Solving in Increasing Knowledge Retention
7. Methods
7.1. Place, Time of Research, Participants
7.2. Design
7.2.1. Needs Analysis
7.2.2. Product Design Stage
7.2.3. Validation and Evaluation Stage
7.2.3.1. Validation Stage
7.2.3.2. Evaluation Stage
7.2.3.2.1. Initial Trial
7.2.3.2.2. Field Trial and Operational Product Revision (Main Field Testing and Operational Product Revision)
7.2.3.2.3. Field Implementation Test (Operational Product Testing)
7.2.3.2.4. Revised Field Test Results
7.2.3.2.5. Desimination of the Investigation through Cooperative Problem Solving Model
7.2.3.3. Data and Data Sources
8. Results
8.1. Results of Testing the Learning Process by Applying the Investigation through Cooperative Problem Solving Model
8.1.1. Initial Test
8.1.2.. Limited Scale Field Test
8.2. The Results of Applying the Investigation through Cooperative Problem Solving Model
8.3. The Impact of the Implementation of the Investigation through Cooperative Problem Solving Model on Students' Critical Thinking Skills
9. Discussion
References
Chapter 2
Promoting Critical and Creative Thinking in Science Education: A Proposal for an Inservice Teacher Education Programme
Abstract
1. Introduction
2. Enhancing Students’ Critical Thinking and Creative Thinking
3. Method
3.1. Research Design
3.2. Portuguese Context
3.3. Case Study: Inservice Science Teacher Education Programme
3.3.1. Design of the Education Programme
3.3.2. Main Goals
3.3.3. Participants
3.3.4. Implementation Procedure
3.3.5. Data Collection and Analysis
4. Findings
4.1. Inservice Teachers’ Professional Development and Performance
4.2. Inservice Teachers’ Level of Satisfaction
4.3. Additional Relevant Findings
5. Results and Discussion
5.1. Limitations
Conclusion
Acknowledgments
References
Appendix
Chapter 3
Prospects for Critical Thinking in Russian Science Education
Abstract
Introduction
Directions within the Disciplinary Approach
A Context-Sensitive Definition of Critical Thinking from a Natural Science Perspective
Ways to Develop Critical Thinking Skills in Science Education
An Example of the Implementation of a Disciplinary Approach to the Development of Critical Thinking Skills
Methods
The Discussion of the Results
Conclusion
References
Chapter 4
Critical Thinking in the Age of a COVID-19 and Infodemic-Filled Media
Abstract
1. Introduction
2. Constant and Rapid Changes Make Science Less Believable
3. Fear, Anger and Anxiety in an Uncertain World
3.1. Misinformation during the Pandemic
3.2. Information Overload and Information Fatigue
3.3. Skepticism Is Side-Lined by Public Mistrust in a Post-Truth Era
4. To What Extent Should Healthy Scepticism Be Practiced
Conclusion
References
Chapter 5
The Threats of Optimism Bias to Thinking Critically under the COVID-19 Pandemic
Abstract
Introduction
Optimism Bias, Dual-Processing, and Critical Thinking
Optimism Bias under COVID-19, Coping or Killing?
COVID-19 Information Exposure and Seeking on Critical Thinking about Risk Assessment
Final Thoughts
References
Chapter 6
Donald Trump as a Critical-Thinking Teaching Assistant
Abstract
Introduction
Section One
Section Two
Unit I: Critical Thinking and Rhetoric
Unit II: Critical Thinking and Credibility
Unit III: Critical Thinking and Informal Logic
Section Three
Conclusion
References
Chapter 7
Reverse Engineering What Employers Value in Job Candidates: Preparing Students for the 21st Century Workplace
Abstract
Introduction
Tilting at Silos
What Employers Want
Skills from Across the Discipline
A Closer Look at ELOs
Knowledge of Human Cultures and the Physical and Natural World
Intellectual and Practical Skills, Including
Personal and Social Responsibility, Including
Integrative and Applied Learning, Including
ELOs for a Post-Pandemic World
Brick by LEGO Brick
Essential 21st Century Skills
Conclusion
References
Index
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