Education of critical thinking of university students

Размещено на http://www.allbest.ru/

Education of critical thinking of university students

Algirdas Pupkis, Tomas Saulius, Lithuanian Sports University

Abstract

In order to fully understand the environment and the processes taking place in it, it is necessary to be able to think critically. The importance of developing critical thinking is manifested in the fact that a young person will be ready to purposefully choose and apply cognitive methods, safely research, consistently, logically, critically think, analyze and solve problems by drawing reasonable conclusions (Osipovic, 2019). Employers expect specialists who, after graduating from universities, have the ability to make decisions, think analytically, and know how to work in a team. There is a lack of research that reveals the characteristics of sports management students' critical thinking, so it is necessary to evaluate the possibilities of developing sports management students' critical thinking, which allows us to say that this topic is relevant in both theoretical and practical aspects.

Scientific problem: To what extent does the information visualization technique (argumentation diagram) enable the development of critical thinking of university students? The object of the article is the development of critical thinking of university students. The purpose of the article is to reveal the aspects of critical thinking education of university students, reflecting the experience gained during the study process. Research tasks: 1. To reveal the theoretical justification of critical thinking and its development in the process of university studies. 2. To discuss the opportunities for the development of critical thinking of university students, experiential reflections, assumptions. Research methods. The method of theoretical analysis examines psychological, andragogic, etc. scientific didactic literature, defining and scientifically justifying the concepts and meanings of critical thinking, the conditions, strategies, methods, etc. of critical thinking education. in the process of university studies.

Keywords: Critical thinking, education, systematic training.

Анотація

Виховання критичного мислення студентів ВНЗ

Альгірдас Пупкіс, доктор філософії, студент кафедри соціальних наук, Томас Саулюс, доцент кафедри фізичного та соціального виховання Литовського університету спорту

Для повного розуміння навколишнього середовища і процесів, що в ньому відбуваються, необхідно вміти критично мислити. Важливість розвитку критичного мислення проявляється в тому, що молода людина буде готова цілеспрямовано обирати та застосовувати пізнавальні методи, безпечно досліджувати, послідовно, логічно, критично мислити, аналізувати та вирішувати проблеми, роблячи обґрунтовані висновки (Осипович, 2019). Роботодавці очікують спеціалістів, які після закінчення університетів мають здатність приймати рішення, аналітично мислити, вміють працювати в команді. Досліджень, які розкривають особливості критичного мислення студентів спортивного менеджменту, недостатньо, тому необхідно оцінити можливості розвитку критичного мислення студентів спортивного менеджменту, що дозволяє стверджувати про актуальність даної теми як у теоретичному, так і в практичному плані. аспекти.

Наукова проблема: Наскільки методика візуалізації інформації (аргументаційна діаграма) дозволяє розвивати критичне мислення студентів ВНЗ? Об'єктом статті є розвиток критичного мислення студентів ВНЗ. Мета статті - розкрити аспекти виховання критичного мислення студентів ВНЗ, відобразивши досвід, набутий у процесі навчання. Завдання дослідження: 1. Розкрити теоретичне обґрунтування критичного мислення та його розвиток у процесі навчання у ВНЗ. 2. Обговорити можливості розвитку критичного мислення студентів університету, емпіричних рефлексій, припущень. Методи дослідження. Метод теоретичного аналізу вивчає психологічну, андрагогічну та ін. наукову дидактичну літературу, визначаючи та науково обґрунтовуючи поняття та значення критичного мислення, умови, стратегії, методи тощо виховання критичного мислення у процесі навчання в університеті.

Ключові слова: критичне мислення, освіта, системне навчання.

Theoretical basis of critical thinking

In modern society, a systematic change in the concept of education is inevitable, both learners and teaching methods are rapidly changing. The relevance and necessity of such an approach is recognized by many scientists studying critical thinking. In the face ofEuropean integration processes, a specialist in each field must be able to analyze, apply available knowledge in new situations, solve emerging non-standard problems, and also feel responsibility not only for individual work, but also for group work. According to Prakap and Cesaite (2011), the individual's ability to think critically becomes especially important.

Critical thinking will make it easier to adapt to the needs of the 21st century, while providing an opportunity to objectively evaluate everything we learn and do Byers, et. al., (2022). According to Rimiene (2006), the ability to think critically is not only one of the most important factors of successful learning, but also a vital condition for the formation of a mature, thinking, independent, proactive personality with unique abilities to adapt to a wide spectrum of social circumstances. According to Saulius (2020), the relevance of critical thinking education is also emphasized in 1992. in the adopted concept of Lithuanian education (2023), in which one of the most important goals is to educate a critically thinking person. In today's complex world, affected by the flow of information and the rapid development of technology, teaching cannot be limited to the idea of imparting knowledge (Rarita, 2022). It is necessary to direct students' attitudes towards the true spirit of inquiry, scientific thought about certain social phenomena, and form critical thinking skills (Rarita, 2022; Davies, & Nyland, 2022, Garcia Franco, Ferrara Reyes & Gomez Galindo, 2022; de Schepper & Sotiriadou, 2018). Critical thinking is one of the most important sets of cognitive abilities and attitudes needed by both scientists and global citizens (Bielik & Kruger, 2022). According to Rarita (2022), critical thinking is considered the highest skill that is highly valued by the business world and organizations.

Critical thinking is a way of thinking about any topic, problem or content, intelligent thinking. Later, it implements and allows intellectual thoughts to form. The best thing about critical thinking is that it improves the quality of thinking.

It has intellectual values such as clarity, reliable evidence, accuracy, good reasons, relevance, consistency, depth, breadth, and fairness.

Critical thinking is a skill that does not develop by itself, it must be practiced and encouraged in an appropriate learning environment (Rombout, Schuitema, & Volman, 2022). Critical thinking requires a proper process, including skillful conceptualization, analysis of different aspects, synthesis, and most importantly evaluation of whatever information is gathered, keeping a close eye on all factors and grasping the overall concept. Critical thinking has become one of the most important and educational goals for students in different educational institutions (Springer, Stokowski, & Zimmer, 2022). According to Arinze, Mala, Klein, and Evanovich (2022), high-impact educational practices that promote civic engagement and social justice outcomes are recognized when analyzing specific types of actions aimed at instilling critical thinking skills in instructional activities and society as a whole, identifying failures experienced and the limits of such efforts. The Vilnius Declaration “Horizons of Social Sciences and Humanities Sciences” (2013) expresses the consensus among academic and political institutions that “encouraging the reflective abilities of society is very important in order to maintain a vital democracy”. This declaration shows not only the good intentions of European policy makers, but also the daily realities of higher education and labor markets, which are interdependent.

Critical thinking shows that we all operate under certain conditions of uncertainty, limited rationality - we do not have complete information that would allow us to make completely objective decisions. But knowing this also comes with the understanding that we can't trust anyone completely, no one is completely right - we are all affected by internal and external circumstances, so truth is very conditional - only from someone else's situation and point of view.

Figure 1. The Benefits of Critical Thinking & How to develop

In summary, it can be said that today's education should be perceived as a part of social transformation, characterized by the creation of a new educational style, educational integrity, and social ingenuity.

Table 1. Concepts of critical thinking (prepared by the authors, based on Prakapas, Cepaite, 2011)

Education must be re-created as a social mission, the goal of which is to develop an open, inventive, cosmopolitan knowledge society, and in the 21st century. the social movement born at the core of the changes is to arouse the public's favor for investments in an education system that serves everyone, in which the development of critical thinking emerges as an inseparable and integral part of it. Thus, critical thinking is the ability to evaluate incoming information, distinguishing what is true and facts, and what is false. Critical thinking allows us to objectively evaluate the environment around us and to properly solve even the most complex problems.

By thinking critically, we are able to think clearly and understandably and express our ideas, make appropriate decisions. Critical thinking is developed by systematizing, evaluating information, having a broad point of view. In other words, critical thinking is not acquired by itself, but is developed through study and learning.

Prerequisites for the development of critical thinking of university students

Scientists have long been interested in critical thinking: pedagogues, psychologists who studied thinking processes. The Watson-Glaser critical thinking assessment concept is one of the most widely used and researched critical thinking tools (Petrasova, Bernatova, Kruszewska, 2019; Afify, 2019; Fountzoulas, Koutsouba, Nikolaki, 2019). The main premise of this concept is that critical thinking is inseparable from argumentation. According to Toulmin (2003), the theory of argumentation analyzes the nature of argumentation and its limits, structure and methods, systematizes possible errors, studies the peculiarities of argumentation in different fields of activity, as well as changes in the style of argumentation, changes in culture and thinking style (determining propositional assumptions and logical implications, inductive and deductive reasoning). The concept of critical thinking allows us to intervene in complex, heterogeneous, dynamic realities (Bagchi, 2021). In this context, knowledge mapping is not only a passive representation of reality, but also a tool for creating meaning.

Scientists use both quantitative and qualitative methods to study the problem of critical thinking education (Tolutiene, Buteniene, 2021). Quantitative research aims to assess the critical thinking abilities of university students, reflecting their critical thinking skills (Din, 2020; Giri, Paily, 2020; Chusni, Saputro, Rahardjo, 2021). And with qualitative research (content analysis), one digs deeper into the object and context, interested in similarities and differences between categories or codes (Gaizauskaite and Valaviciene, 2016), and in order to reveal the diversity and essence of critical thinking concepts. According to authors Suryadi, Fatimah, (2021); Tolutiene, Buteniene, (2021); Yan (2022), one of the arguments in the study of critical thinking, qualitative research can determine the components of essential thinking assumptions, argument evaluation, deduction, information and conclusion components. Because “critical thinking” and “critical thinking education” are complex constructs that are difficult to precisely operationalize (link to specific variables), qualitative research is seen to be more common.

According to Paplevkinas (2020), the further the need for critical thinking grows in the information society. “Critical thinking should be considered an essential competence that is necessary for citizens to participate in everyday life and society and enables employees to make decisions and take action; it becomes one of the essential features that employers expect from future employees” (Indrasiene et al., 2018, 2021). Each country has different educational strategies for critical thinking. But for most countries such a citizen is an aspiration. Critical thinking is found in various educational strategies of the world's countries (Jones, Alisauskiene, Milteniene, 2008). The European Union is one of the most favorable environments for the development of personalities. The European Union promotes civic activity and critical thinking (Prakapas and Cepaite, 2011, p. 182). A responsible and decisive personality must have autonomy of thought.

Figure 2. Scheme for the development of critical thinking (Bakonis et al. 2014)

The process of developing critical thinking is never complete, as there is always new information and experiences to reflect on (Figure 2). Two important aspects of this “circle” should be emphasized - personal experience and knowledge as a starting point and reflection - which includes both existing and newly acquired experience and knowledge. When new knowledge is learned by associating it with existing knowledge, new ideas, phenomena, processes become more easily and deeply understood. Then they are accepted as their own, and not imposed from the country, because they learn with interest, involvement, responsibility and deep thinking (Bakonis et al., 2014).

Irrational inclinations of nature, family, university, social networks, media have a great influence on the formation of beliefs. Beliefs and values determine the decisions and actions of individuals, i. e. affects the lives of the individuals themselves and those around them. Therefore, it is necessary to constantly monitor how beliefs condition the decisions made. This is where the inference ladder strategy developed by Mulder (2018) can help (Figure 3).

1. Reality and facts. This level identifies what is directly perceptible. You observe all information and data from the real world and pay attention. Observable data is the most important factor in this step.

2. Selecting facts. From this level, we select data and facts based on convictions and prior experiences. The frame of reference plays a role in this.

3. Interpreting facts. The facts and data are interpreted and given a personal meaning.

4. Assumptions. At this level, assumptions are made based on the meaning you give to your observations. These assumptions are personal and are different for every individual.

5. Conclusions. At this level, conclusions are drawn based on prior beliefs. Avoid jumping to conclusions in previous steps.

6. Beliefs. At this level, conclusions are drawn based on interpreted facts and prior assumptions, also called existing beliefs.

7. Actions. This is the highest level. Finally we take action based on prior beliefs and conclusions. The actions that are taken seem to be the best at that particular moment.

In conclusion, it can be said that the next time you have to climb up again, you need to think about each step, monitor your thinking, and you will probably be able to avoid an unreasonable “jump to the conclusions that were expected”. Breaking out of the vicious circle is realizing that there is always more than one way to think about something, that people with different perspectives and values can legitimately raise objections and provide alternative ways of thinking that need to be considered. When listening to this diversity, it is understood that one's own beliefs become “too narrow” and this can lead to the disparity of critical thinking. Reflect by asking questions: Have we ever heard of the different steps in an inference model? Do we understand how the ladder works and do we understand the practical explanation or do you have more suggestions? What are your success factors in making good decisions? All answers will contribute to the critical thinking development of university students.

Figure 3. Ladder of Inference Strategy (Mulder, 2018)

Conclusions

1. Critical thinking is rational thinking that improves itself. Critical thinking is a dualistic phenomenon, two dimensions emerge in its definitions: emotional and cognitive. Critical thinking is characterized by a person who can freely dispose of his attitudes and improve. Critical thinking is characterized by 5 characteristics: rational thinking; the search for truth; freedom of thought; skepticism; reflection. The greatest benefit that critical thinking can provide is the power to solve problems.

2. When analyzing the methods of developing critical thinking, it is necessary to reflect on the expression of such important values as freedom and responsibility in the life of an individual and an organization, assessing mutual relationships, making sure how critical thinking methods can contribute to the general development of critical thinking literacy of university students, especially when considering information about important societal issues life problems

critical thinking student

References

1. Afify M.K. (2019). The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students' Performance in Online Discussion Forum. International Journal of Emerging Technologies in Learning. 14 (5).

2. Argyris C. (1990). Inappropriate defenses against the monitoring of organization development practice. The Journal of applied behavioral science. 26 (3). 299-312.

3. Arinze N., Mala J., Klein M., Evanovich J. (2022). Developing social justice outcomes through service learning among sport management students. Sport Management Education Journal, 16 (1), 55-65.

4. Bagchi M. (2021). A large scale, knowledge intensive domain development methodology. Ko Knowledge Organization. 48 (1). 8-23.

5. Bakonis E., Grinyte L., Indrasiene V., Jariene R., Penkauskaite U., Penkauskiene D., Rakovas T. (2014). Kritinio m^stymo ugdymo mokomoji medziaga mokinip ir jaunimo organizacijp nariams. Vilnius: Siuolaikinip didaktikp centras.

6. Bernard R.M., Zhang D., Abrami P.C., Sicoly F., Borokhovski E., Surkes M.A. (2008). Exploring the structure of the Watson-Glaser Critical Thinking Appraisal: One scale or many subscales? Thinking Skills and Creativity. 3 (1). 1522.

7. Bielik T., Kruger D. (2022). Perceived relevance of critical thinking aspects for biology graduate students. Journal of Biological Education. 1-16.

8. Byers T., Gormley K.L., Winand M., Anagnostopoulos C., Richard R., Digennaro S. (2022). COVID-19 impacts on sport governance and management: a global, critical realist perspective. Managing Sport and Leisure. 27 (1-2). 99107.

9. Chusni M.M., Saputro S., Rahardjo S.B. (2021). Student's Critical Thinking Skills through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter. European Journal of Educational Research. 10 (3). 1123-1135.

10. Creswell J.W. (2014). A concise introduction to mixed methods research. Sage Publications.

11. Creswell J.W., Poth C.N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

12. Davies D., Nyland J. (2022). Critical thinking for an engaged university. In Curriculum Challengesfor Universities: Agenda for Change. Singapore : Springer Nature Singapore. 3-19.

13. De Schepper J., Sotiriadou P (2018). A framework for critical reflection in sport management education and graduate employability. Annals of Leisure Research. 21 (2). 227-245.

14. Din M. (2020). Evaluating university students' critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity. 35. 100627.

15. Fountzoulas G.K., Koutsouba M.I., Nikolaki E. (2019). Critical Thinking and Its Assessment: A Literature Review with Special Reference in Greece and Cyprus. Journal of Education & Social Policy. 6 (2).

16. Garcia Franco A., Ferrara Reyes L., Gomez Galindo A.A. (2022). Culturally relevant science education and critical thinking in indigenous people: bridging the gap between community and school science. In Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World Cham: Springer International Publishing. 55-72.

17. Giri V., Paily M.U. (2020). Effect of scientific argumentation on the development of critical thinking. Science & Education. 29 (3). 673-690.

18. Huang W., Harrie L. (2020). Towards knowledge-based geovisualisation using Semantic Web technologies: A knowledge representation approach coupling ontologies and rules. International Journal of Digital Earth. 13 (9). 976997.

19. Yan L.W. (2022). Critical-Thinking Experiences of Chinese and US College Students: A Comparative Analysis Using Phenomenology. Qualitative.

20. Indrasiene V. Jegeleviciene, O. Merfeldaite, D. Penkauskiene, J. Pivoriene ir A. Railiene. (2018). Kritinio Mqstymo Sampratos Interpretacijos. Socialinis Darbas. 16 (2). 266-278.

21. Indrasiene V., Jegeleviciene V., Merfeldaite O., Penkauskiene D., Pivoriene J., Railiene A., Valaviciene N. (2021). Kritinio mqstymo ugdymo raiska Lietuvos aukstqjq mokyklq studijq programose. Socialines geroves tyrimai / Social inquiry into well-being. 19 (1). 48-67.

22. Jankauskiene I. (2014). Atvejo analizes svarba pletojant uzsienio kalbos kompetencijq. Mokslo taikomieji tyrimai Lietuvos kolegijose. 1 (11). 89-95.

23. Jones S., Alisauskiene S. ir Milteniene L. (2008). Learning Processes And Methods In The Context Of Internationalisation. Socialiniai Mokslai. 2 (60).

24. Lietuvos svietimo koncepcija 1992. (2023). [ziureta 2023-03-01] Prieiga internetu

25. McMaster R.B. (2020). Knowledge acquisition for cartographic generalization: experimental methods. In GIS and Generalization CRC Press. 161-179.

26. Mulder P (2018). Ladder of Inference Model. Retrieved [insert date] from Toolshero

27. Osipovic D. (2019). Pradiniq klasiq mokiniq kritinio mqstymo ugdymas taikant skaitmenines technologijas (Doctoral dissertation), Vilnius: Mykolo Romerio universitetas.

28. Paplevkinas K. (2020). Kritinio mqstymo skatinimas pilietinio ugdymo pamokose taikant audio knygas (Doctoral dissertation), Kaunas: VDU Report. 27 (3).

29. Petrasova A., Bernatova R., Kruszewska A. (2019). Level of critical thinking in primary education teacher master students. In INTED2019 Proceedings. IATED. 833-840.

30. Prakapas R., Cepaite V. (2011). Kritinio mqstymo ugdymo galimybes teisinio ugdymo pamokose. Social Inquiry into Well-Being. 10 (2). 181-192.

31. Rarita M. (2022). The Relevance of Critical Thinking from the Perspective of Professional Training. Postmodern Openings. 13 (2). 499-513.

32. Rimiene V. (2006). Studentq kritinio mqstymo dispozicijq ir jgudziq kaitos galimybes. Acta Paedagogica Vilnensia. 17. 78-85.

33. Rombout F., Schuitema J.A., Volman M.L.L. (2022). Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues. Thinking Skills and Creativity. 43.

34. Ruzevicius J. (2005). Kokybes vadybos ir ziniq vadybos sqsajq tyrimas. Informacijos mokslai, 35, 47-58.

35. Saulius T., Valanciene D., Bilan S. (2020). Critical thinking in contemporary business education: Philosophical perspectives. Transformations in Business & Economics. 19 (2). 21-37.

36. Springer D.L., Stokowski S., Zimmer W. (2022). The coin model of privilege and critical allyship: Confronting social privilege through sport management education. Sport Management Education Journal. 16 (1). 66-74.

37. Suryadi D., Fatimah S. (2021, March). Investigation of Watson-Glaser critical thinking skills of junior high school students in solving mathematical problems. In Journal of Physics: Conference Series (Vol. 1806, № 1, p. 012090). IOP Publishing.

38. Tolutiene G., Buteniene G. (2021). Kritinio mqstymo taikymas konsultanto veikloje. Studijos-verslas-visuomene: dabartis ir ateities izvalgos: tarptautines konferencijos moksliniq straipsniq rinkinys. 6. 168-181.

39. Toulmin S.E. (2003). The uses of argument. Cambridge University Press.

Размещено на Allbest.ru