Session Information
01 SES 06 A, Impact of Professional Learning
Paper Session
Contribution
Critical thinking is one of the important characteristic that sees as center of the higher education (Kuhn, 1999). Critical thinking is an essential process not only for learning but also for cognitive development Epstein (1999). Ennis (1962) define critical thinking as a logical and product-oriented operation and idea of statements. According to Akar (2007) critical thinking requires thinking deeply, being active, conscious, having purpose, interrogating, judging, thinking what to believe or not believe and what to do and considering all these during decision process. According to Chaffee (1988) critical thinking is our real, aimed and totally organized efforts by observing our other peoples thoughts carefully in order to understand our world and to reveal and improve our understandings. Critical thinking skills refer to some abilities such as analyzing, synthesizing and evaluating information and tendency of applying them (Halpern, 2001).
Method
Expected Outcomes
References
Akar, Ü. (2007). Öğretmen adaylarının bilimsel süreç becerileri ve eleştirel düşünme beceri düzeyleri arasındaki ilişki. Sosyal Bilimler Enstitüsü, Afyon Kocatepe Üniversitesi. Aktamış, H. (2009). İlköğretim düzeyinde bilimsel süreç becerilerini kazandırma yöntemlerinin örneklerle incelenmesi. İlköğretmen Eğitimci Dergisi, 30, 52-56. Chaffee, J. (1988). Thinking critically. Boston, MA: Houghton Mifflin. Eccles, J.& Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53 , 109–132. Epstein, R. L. (1999). Critical thinking, Belmont: Wadsworth Publishing Company. Ennis, R. H. (1962). A concept of critical thinking. Harvard Educational Review, 32, 81–111. Garcia, T., & Pintrich, P.R. (1992). Critical thinking and its relationship to motivation, learning strategies, and classroom experience. Paper presented at the Annual Meeting of the American Psychological Association, Washington, DC, August. Geban, Ö, Aşkar, P., & Özkan, İ. (1992). Effects of computer simulated experiments and problem solving approaches on students learning outcomes at the high school level. Journal of Educational Research, 86(1), 5-10. Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50(4), 270–286. Kanfer, R. & Ackerman, P.L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657-690. Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16–25. Okey, J.R.,Wise, K.C., & Bums, J.C.(1982). Integrated Process Skill Test2.(Available From Dr. Lames R. Okey, Department of Science Education, University of Georgia, Athens, GA 30362). Phan, H., P. (2009) Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis, Educational Psychology: An International Journal of Experimental Educational Psychology, 29(7), 777-799. Pekmez, E. Ş. (2000). Procedural understanding: teachers’ perceptions of conceptual basis of practical work. Unpublished PhD dissertation,University of Durham, UK. Pintrich, P.R. & De Groot E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational
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