Teaching Methods Academic Achievement And Influence Attitudes

Amidst the age of the intensive flow of information, critical thinking appears to play a key part in comprehending information quality, critically evaluate arguments, and construct well-grounded counter-arguments. In this way, it is a must for educational institutions to foster the development of such an intellectual feature in students. The purpose of this paper is to critically evaluate the article by Liu et al. (2016), which is focused on the issues regarding the working-out and utilization of the HEIghtenTM critical thinking assessment at the educational institutions. Taking into account the systematic (theoretical and practical) approach to the critical thinking testing, the critical thinking assessment demonstrated generally positive

Dabbagh, N. (2007). The online learner: characteristics and pedagogical implications. Contemporary Issuesin Technology and Teacher Education, 7, 3, 217–226.

Teaching higher order thinking skills is not a recent need. It is apparent that students, at all levels of education, are lagging in problem-solving and thinking skills. Fragmentation of thinking skills, however, may be the result of critical thinking courses and texts. Every course, especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate.

       Public schools have discovered the importance of critical thinking, many people are trying to teach children how to do it. The problem is that very few teachers know how to do. Robert Sternberg, an early advocate of critical thinking in teaching,

In addition, Smith ask the question “While the internet has certainly made learning easier, has it made it better? (Par 8). Furthermore, he adds “Think about the fundamental differences between a traditional course, taught in a classroom, and one conducted entirely via Blackboard’s online services” (Smith, Par 9). The differences of

Finally, developing an excellent round of questions that promote and further discussions and critical thinking. With these new tools, I can ensure a successful online course to offer in the spring 2015 session, and I can immediately apply these tools to my fall 2014 classroom sessions for greater student learning and success.

Introduction Critical thinking has emerged as one of the most essential 21st century skills ,a primary goal and a necessary outcome of education , prime importance is given to developing critical thinking skills in students in all aspects of education at the international level . Critical thinking is proposed as the commonly identified aim of education as it enhance students employability in the workplace. it is one of the most essential skills of the century that is central to effective learning as it develops not just the cognitive skills but also involves development of attitude and values thus furthering not just cognitive development but also personal and social development(saleh

Access to computers and the internet can make the work even more effective as students will enjoy a broadened scope of resources from the internet. A way to excite students about the whole activity is to expose them to several completed WebQuest task examples to give them a sense of what they need to create.

Accordingly to Bell’s article for levels of inquiry, “The National Science Education Stamdards characterize inquiry instruction as involving students in a form of active learning that emphasizes questioning, data analysis, and critical thinking.” The level of inquiry that was planned in this 5E lesson is a guided inquiry. In this lesson plan, the students are investigating teacher-presented questions using student designed and selected procedures. As we may know, the less information that is given to a learner, the higher the level of inquiry will be.

According to Supon, one of the fundamental purposes of teaching critical thinking is to enhance the abilities of students to become critical thinkers. Corporate leaders, educational researchers, employers, and parents have continually pushed teachers to assist their students in the development of critical thinking ability. Critical thinking is a skill that ?involved not only knowledge of content by also concept formation and analysis, reasoning and drawing conclusions, recognizing and avoiding contradiction, and other essential cognitive activities? (Supon, 1998).

Critical thinking is a mode of thinking with a set of skills such as analyzing, accessing, and reconstructing; it is a mode of thinking in which we impose intellectual and standard rules into the inherent structure of thinking to improve the quality of thinking (Elder,2007). Specifically, critical thinkers master a set of skills when processing information. For example, they may question the purpose of the author, test the assumptions of implications as well as thinking its logic and checking its accuracy. As articulated, critical thinking has nothing to do with information accumulation, but people tend to think as less as necessary in the information age, regardless that they have more access to various information via the Internet. As a matter of fact, the sharp increase in the supply of information thanks to the provenance of the Internet has made individuals feel overwhelmed. That is, even the growing popularity of electronic resources makes it

Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.

Author Ceri B. Dean is vice president of field services at Midcontinent Research for Education and Learning (McREL). She holds multiple degrees in education, including a Ph.D. in Cirriculum and Instruction and an M.S. in Atmospheric Science. Elizabeth Ross Hubbell is a principal consultant at McREl. Hubbell is active in conducting workshops and trainings for K-12 teachers on research-based instructional strategies as well as the use of Power Walkthrough software. She was a finalist in Technology & Learning’s Ed Tech Leader in 2003. Like Hubbell, Howard Pitler too conducts workshops and trainings on research-based instructional strategies and technology integration and is well-versed in Power Walkthrough classroom observation software. Pitler holds multiple awards, including: Apple Distinguished Educator, a Smithsonian Laureate, and in 1997 was named National Distinguished Principal. He is senior director at McREL. Lastly, Bj Sone, is a principal consultant at McREL. Stone has been published in Journal of Teacher Education, and has held various positions in education, such as middle and high school science teacher, university professor, and assistant superintendent.

The primary goal of the current research study was to investigate the relationship between students’ participation in an online discussion forum and students’ overall academic performance in a hybrid-format graduate-level science course. More specifically, our primary research question was: Does students’ participation in an online discussion forum integrated into an open-source course management system improve students’ academic performance in a hybrid-format graduate-level science course? In addition, our secondary research question was: How consistently can the results of the current investigation be extrapolated to academic courses in other disciplines (i.e. arts, humanities, law) and to academic courses at other academic levels (i.e. undergraduate, high school, middle school)? To the best of our knowledge, the aforementioned are academically significant and, thus far unanswered, research questions because previous research studies have yielded equivocal and, often contradictory, results regarding this subject. To be specific, in their 2005 research article published in the British Journal of Educational Technology, Davies and Graff investigated the relationship between frequency of participation in an online discussion forum and academic performance, quantified via final grades, of a sample of 122 undergraduate students at the University of Glamorgan, United Kingdom. In conclusion, these researchers reported that underachieving students, the students

The second article was published in the British Journal of Educational Technology and discussed the effects of using selected network resources in web based problem solving. This research targeted a senior high school computer class and attempted to compare the effects of using selected and open network resources on students’ intentions about their information system usage by means of technology acceptance model (TAM) questionnaires and learning effectiveness by analysis of covariance of tests in web-based problem-solving activities (Hsu, 2013). The activities used in this research project allowed students to learn from the total process of problem solving. All of these activities were student centered and not teacher centered. The subjects of this research project were measured on the basis of pre and post- test design in which each test was composed of fifteen multiple choice question(Hsu, 2012)s . The control group was the open source group and the experimental group was the selected resource group. At the end of the research project each student completed a questionnaire(Hsu, 2012).The results of this research project show that the lower and mid-ability students greatly benefited from this selected resource learning process and the advanced learners benefited more from the open network resources. This research also showed that digital library’s and digital learning centers that contain updated and correct data bases for learners were