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Lesson 3: Demographic Indicators

Time frame: 50 minutes.

Overarching Goals The students learn about basic demographic indicators using practical examples and making simple calculations. These indicators are an important tool to measure, analyse and interpret demographic events with regard to birth rates, mortality, migration, etc. The application examples also illustrate possible future problems of our society and possible solutions for them.

Overarching Skills

  • Calculate basic demographic indicators
  • Observe, analyse, interpret
  • Encourage critical thinking
  • Develop one’s own point of view
  • Lesson 3: Overview for Teachers
  • Lesson 3: Answer Sheet for Teachers - Activity 1
  • Lesson 3: Answer Sheet for Teachers - Activity 3
  • Lesson 3: Glossary
  • Lesson 3: Worksheet Activity 1 - Small Group Work
  • Lesson 3: Worksheet Activity 2 - Calculating Birth Rate
  • Lesson 3: Worksheet Activity 3 - The Future of the Family
  • iPads® with the App A Life Journey

Activity 1: Demographic Indicators (20 Minutes)

The students should receive two texts: One about infant mortality and one on how to calculate the birth rate. They can work on these texts either individually, in pairs or in small groups to answer the questions and present the results.

Activity 2: Calculating Birth Rate (10 Minutes)

The students interpret the data on the basis of questions and calculate the birth rate for the respective age groups. Then, they should create a graph based on the data.

Activity 3: Working with the App A Life Journey (20 Minutes)

The students should look at the chapter “We are family – aren’t we?” in the app A Life Journey and then answer questions related to the topic, either individually, with a partner or in a group. Following this, they should interpret a graph related to age-specific birth rates in Latvia, analyse the results and discuss the topic-relevant questions.

*To use the app in the classroom, the students need access to an iPhone or an iPad. The app can be downloaded for free from the App Store .*

Lesson 3 Cover

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Critical Thinking Skills of RNs: Exploring Demographic Determinants

Profile image of Robert Thomas Bachmann

The Journal of Continuing Education in Nursing

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Shirley Spence-Witherspoon

an extensive comprehensive analysis of individual research studies, with reference to the development of critical thinking skills in the Associate Degree Nurse (ADN) student compared to the Registered Nurse-Bachelor of Science in Nursing(RN-BSN) student. The ability to think critically in nursing, is a vital component necessary to making life saving and changing decisions. As healthcare organizations, educational institutions, governmental agencies and other stakeholders debate the scope to which type of education will prepare nurses for the 21st century healthcare system, the question remains is the ADN adequately prepared to meet this demand. The RN-BSN nurse seems to hold greater value related to their critical thinking abilities and their knack for working across a variety of inpatient and outpatient settings; therefore, questioning critical thinking capabilities of the ADN. Through this literature review, inquiry into the development of critical thinking at the ADN, BSN, and RN-BSN level should provide further insight on the phenomena and provide a rationale behind the suggestion that the development of critical thinking differs in the ADN student compared to the BSN and RN-BSN student.

demographic critical thinking activity

Journal of Educational Evaluation for Health Professions

Purpose: The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? Methods: A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013.Results: The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted ...

Nurse Education Today

Victoria Pitt , David Powis

Robert Thomas Bachmann , Daffy Bachmann

Aims and objectives To explore whether there is a correlation between critical thinking ability and clinical decision-making among nurses. Background Critical thinking is currently considered as an essential component of nurses’ professional judgment and clinical decision-making. If confirmed, nursing curricula may be revised emphasizing on critical thinking with the expectation to improve clinical decision-making and thus better healthcare. Design Integrated literature review. Methods The integrative review was carried out after a comprehensive literature search using electronic databases Ovid, EBESCO Medline, EBESCO CINAHL, PROQuest and internet search engine Google Scholar. Two hundred and twenty two articles from January 1980 to end of 2015 were retrieved. All studies evaluating the relationship between critical thinking and clinical decision-making, published in English language with nurses or nursing students as the study population, were included. No qualitative studies were found investigating the relationship between critical thinking and clinical decision-making, while ten quantitative studies met the inclusion criteria and were further evaluated using the Quality Assessment and Validity Tool. As a result one study was excluded due to a low quality score, with the remaining nine accepted for this review. Results Four out of nine studies established a positive relationship between critical thinking and clinical decision-making. Another five studies did not demonstrate a significant correlation. The lack of refinement in studies’ design and instrumentation were arguably the main reasons for the inconsistent results. Conclusions Research studies yielded contradictory results as regard to the relationship between critical thinking and clinical decision-making, therefore the evidence is not convincing. Future quantitative studies should have representative sample size, use critical thinking measurement tools related to the healthcare sector and evaluate the predisposition of test takers towards their willingness and ability to think. There is also a need for qualitative studies to provide a fresh approach in exploring the relationship between these variables uncovering currently unknown contributing factors. Relevance to clinical practice This review confirmed that evidence to support the existence of relationships between critical thinking and clinical decision-making are still unsubstantiated. Therefore, it serves as a call for nurse leaders and nursing academics to produce quality studies in order to firmly support or reject the hypothesis that there is a statistically significant correlation between critical thinking and clinical decision-making.

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demographic critical thinking activity

The State of Critical Thinking 2020

November 2020, introduction.

In 2018, the Reboot Foundation released a first-of-its-kind survey looking at the public’s attitudes toward critical thinking and critical thinking education. The report found that critical thinking skills are highly valued, but not taught or practiced as much as might be hoped for in schools or in public life. 

The survey suggested that, despite recognizing the importance of critical thinking, when it came to critical thinking practices—like seeking out multiple sources of information and engaging others with opposing views—many people’s habits were lacking. Significant numbers of respondents reported relying on inadequate sources of information, making decisions without doing enough research, and avoiding those with conflicting viewpoints.

In late 2019, the Foundation conducted a follow up survey in order to see how the landscape may have shifted. Without question, the stakes surrounding better reasoning have increased. The COVID-19 pandemic requires deeper interpretive and analytical skills. For instance, when it comes to news about a possible vaccine, people need to assess how it was developed in order to judge whether it will actually work. 

Misinformation, from both foreign and domestic sources, continues to proliferate online and, perhaps most disturbingly, surrounding the COVID-19 health crisis. Meanwhile, political polarization has deepened and become more personal . At the same time, there’s both a growing awareness and divide over issues of racism and inequality. If that wasn’t enough, changes to the journalism industry have weakened local civic life and incentivized clickbait, and sensationalized and siloed content. 

demographic critical thinking activity

Part of the problem is that much of our public discourse takes place online, where cognitive biases can become amplified, and where groupthink and filter bubbles proliferate. Meanwhile, face-to-face conversations—which can dissolve misunderstandings and help us recognize the shared humanity of those we disagree with—go missing. 

Critical thinking is, of course, not a cure-all, but a lack of critical thinking skills across the population exacerbates all these problems. More than ever, we need skills and practice in managing our emotions, stepping back from quick-trigger evaluations and decisions, and over-relying on biased or false sources of information. 

To keep apprised of the public’s view of critical thinking, the Reboot Foundation conducted its second annual survey in late 2019. Unfortunately, the COVID-19 pandemic forced a delay in the release of the results. Nevertheless, this most recent survey dug deeper than our 2018 poll, and looked especially into how the public understands the state of critical thinking education. For the first time, our team also surveyed teachers on their views on teaching critical thinking.

General Findings

Support for critical thinking skills remains high, but there is also clearly skepticism that individuals are getting the help they need to acquire improved reasoning skills. A very high majority of people surveyed (94 percent) believe that critical thinking is “extremely” or “very important.” But they generally (86 percent) find those skills lacking in the public at large. Indeed, 60 percent of the respondents reported not having studied critical thinking in school. And only about 55 percent reported that their critical thinking skills had improved since high school, with almost a quarter reporting that those skills had deteriorated. 

There is also broad support among the public and teachers for critical thinking education, both at the K-12 and collegiate levels. For example, 90 percent think courses covering critical thinking should be required in K-12. 

Many respondents (43 percent) also encouragingly identified early childhood as the best age to develop critical thinking skills. This was a big increase from our previous survey (just 20 percent) and is consistent with the general consensus among social scientists and psychologists. 

There are worrisome trends—and promising signs—in critical thinking habits and daily practices. In particular, individuals still don’t do enough to engage people with whom they disagree. 

Given the deficits in critical thinking acquisition during school, we would hope that respondents’ critical thinking skills continued to improve after they’ve left school. But only about 55 percent reported that their critical thinking skills had improved since high school, with almost a quarter reporting that their skills had actually deteriorated since then. 

Questions about respondents’ critical thinking habits brought out some encouraging information. People reported using more than one source of information when making a decision at a high rate (around 77 percent said they did this “always” or “often”) and giving reasons for their opinions (85 percent). These numbers were, in general, higher than in our previous survey (see “Comparing Survey Results” below).

In other areas of critical thinking, responses were more mixed. Almost half of respondents, for example, reported only “sometimes,” “rarely,” or “never” seeking out people with different opinions to engage in discussion. Many also reported only “sometimes,” “rarely,” or “never” planning where (35 percent) or how (36 percent) to get information on a given topic. 

demographic critical thinking activity

These factors are tied closely together. Critical thinking skills have been challenged and devalued at many different levels of society. There is, therefore, no simple fix. Simply cleansing the internet of misinformation, for example, would not suddenly make us better thinkers. Improving critical thinking across society will take a many-pronged effort.

Comparing Survey Results  

Several interesting details emerged in the comparison of results from this survey to our 2018 poll. First, a word of caution: there were some demographic differences in the respondents between the two surveys. This survey skewed a bit older: the average age was 47, as opposed to 36.5. In addition, more females responded this time: 57 percent versus 46 percent.

That said, there was a great deal of consistency between the surveys on participants’ general views of critical thinking. Belief in the importance of critical thinking remains high (94 percent versus 96 percent), as does belief that these skills are generally lacking in society at large. Blame, moreover, was spread to many of the same culprits. Slightly more participants blamed technology this time (29 versus 27 percent), while slightly fewer blamed the education system (22 versus 26 percent). 

Respondents were also generally agreed on the importance of teaching critical thinking at all levels. Ninety-five percent thought critical thinking courses should be required at the K-12 level (slightly up from 92 percent); and 91 percent thought they should be required in college (slightly up from 90 percent). (These questions were framed slightly differently from year to year, which could have contributed to the small increases.)

One significant change came over the question of when it is appropriate to start developing critical thinking skills. In our first survey, less than 20 percent of respondents said that early childhood was the ideal time to develop critical thinking skills. This time, 43 percent of respondents did so. As discussed below, this is an encouraging development since research indicates that children become capable of learning how to think critically at a young age. 

In one potentially discouraging difference between the two surveys, our most recent survey saw more respondents indicate that they did less critical thinking since high school (18 percent versus just 4 percent). But similar numbers of respondents indicated their critical thinking skills had deteriorated since high school (23 percent versus 21 percent).

Finally, encouraging points of comparison emerged in responses to questions about particular critical thinking activities. Our most recent survey saw a slight uptick in the number of respondents reporting engagement in activities like collaborating with others, planning on where to get information, seeking out the opinions of those they disagree with, keeping an open mind, and verifying information. (See Appendix 1: Data Tables.)

These results could reflect genuine differences from 2018, in either actual activity or respondents’ sense of the importance of these activities. But demographic differences in age and gender could also be responsible. 

There is reason to believe, however, that demographic differences are not the main factor, since there is no evident correlation between gender and responses in either survey. Meanwhile, in our most recent survey older respondents reported doing these activities less frequently . Since this survey skewed older, it might have been anticipated that respondents would report doing these activities less. But the opposite is the case.

Findings From Teacher Survey

Teachers generally agree with general survey respondents about the importance of critical thinking. Ninety-four percent regard critical thinking as “extremely” or “very important.” 

Teachers, like general survey participants, also share concerns that young people aren’t acquiring the critical thinking skills they need. They worry, in particular, about the impact of technology on their students’ critical thinking skills. In response to a question about how their school’s administration can help them teach critical thinking education more effectively, some teachers said updated technology (along with new textbooks and other materials) would help, but others thought laptops, tablets, and smartphones were inhibiting students’ critical thinking development. 

demographic critical thinking activity

This is an important point to clarify if we are to better integrate critical thinking into K-12 education. Research strongly suggests that critical thinking skills are best acquired in combination with basic facts in a particular subject area. The idea that critical thinking is a skill that can be effectively taught in isolation from basic facts is mistaken. 

Another common misconception reflected in the teacher survey involves critical thinking and achievement. Although a majority of teachers (52 percent) thought all students benefited from critical thinking instruction, a significant percentage (35) said it primarily benefited high-ability students. 

At Reboot, we believe that all students are capable of critical thinking and will benefit from critical thinking instruction. Critical thinking is, after all, just a refinement of everyday thinking, decision-making, and problem-solving. These are skills all students must have. The key is instilling in our young people both the habits and subject-area knowledge needed to facilitate the improvement and refinement of these skills.

Teachers need more support when it comes to critical thinking instruction. In the survey, educators repeatedly mentioned a lack of resources and updated professional development. In response to a question about how administrators could help teachers teach critical thinking more effectively, one teacher asked for “better tools and materials for teaching us how to teach these things.” 

Others wanted more training, asking directly for additional support in terms of resources and professional training. One educator put it bluntly: “Provide extra professional development to give resources and training on how to do this in multiple disciplines.” 

Media literacy is still not being taught as widely as it should be. Forty-four percent of teachers reported that media literacy courses are not offered at their schools, with just 31 percent reporting required media literacy courses. 

This is despite the fact that teachers, in their open responses, recognized the importance of media literacy, with some suggesting it should be a graduation requirement. Many organizations and some governments, notably   Finland’s , have recognized the media literacy deficit and taken action to address it, but the U.S. education system has been slow to act.

Thinking skills have been valuable in all places and at all times. But with the recent upheavals in communication, information, and media, particularly around the COVID-19 crisis, such skills are perhaps more important than ever. 

Part of the issue is that the production of information has been democratized—no longer vetted by gatekeepers but generated by anyone who has an internet connection and something to say. This has undoubtedly had positive effects, as events and voices come to light that might have previously not emerged. The recording of George Floyd’s killing is one such example. But, at the same time, finding and verifying good information has become much more difficult. 

Technological changes have also put financial pressures on so-called “legacy media” like newspapers and television stations, leading to sometimes precipitous drops in quality, less rigorous fact-checking (in the original sense of the term), and the blending of news reports and opinion pieces. The success of internet articles and videos is too often measured by clicks instead of quality. A stable business model for high-quality public interest journalism remains lacking. And, as biased information and propaganda fills gaps left by shrinking newsrooms, polarization worsens. (1)

Traditional and social media both play into our biases and needs for in-group approval. Online platforms have proven ideal venues for misinformation and manipulation. And distractions abound, damaging attention spans and the quality of debate.

Many hold this digital upheaval at least partially responsible for recent political upheavals around the world. Our media consumption habits increasingly reinforce biases and previously held beliefs, and expose us to only the worst and most inflammatory views from the other side. Demagogues and the simple, emotion-driven ideas they advance thrive in this environment of confusion, isolation, and sensationalism. 

demographic critical thinking activity

It’s not only our public discourse that suffers. Some studies have suggested that digital media may be partially responsible for rising rates of depression and other mood disorders among the young. (2)

Coping with this fast-paced, distraction-filled world in a healthy and productive manner requires better thinking and better habits of mind, but the online world itself tends to encourage the opposite. This is not to suggest our collective thinking skills were pristine before the internet came along, only that the internet presents challenges to our thinking that we have not seen before and have not yet proven able to meet. 

There are some positive signs, with more attention and resources being devoted to neglected areas of education like civics and media literacy ; organizations trying to address internet-fueled polarization and extremism; and online tools being developed to counter fake news and flawed information. 

But we also need to support the development of more general reasoning skills and habits: in other words, “critical thinking.” 

Critical thinking has long been a staple of K-12 and college education, theoretically, at least, if not always in practice. But the concept can easily appear vague and merely rhetorical without definite ideas and practices attached to it. 

When, for example, is the best age to teach critical thinking? What activities are appropriate? Should basic knowledge be acquired at the same time as critical thinking skills, or separately? Some of these questions remain difficult to answer, but research and practice have gone far in addressing others.

Part of the goal of our survey was to compare general attitudes about critical thinking education—both in the teaching profession and the general public—to what the best and most recent research suggests. If there is to be progress in the development of critical thinking skills across society, it requires not just learning how best to teach critical thinking but diffusing that knowledge widely, especially to parents and educators. 

The surveys were distributed through Amazon’s MTurk Prime service. 

For the general survey, respondents answered a series of questions about critical thinking, followed by a section that asked respondents to estimate how often they do certain things, such as consult more than one source when searching for information. The questions in the “personal habit” section appeared in a randomized order to reduce question ordering effects. Demographic questions appeared at the end of the survey.

For the teacher survey, respondents were all part of a teacher panel created by MTurk Prime. They also answered a series of questions on critical thinking, especially focused on the role of critical thinking in their classrooms. After that, respondents answered a series of questions about how they teach—these questions were also randomized to reduce question ordering effects. Finally, we asked questions related to the role of media literacy in their classrooms.

demographic critical thinking activity

To maintain consistency with the prior survey and to explore relationships across time, many of the questions remained the same from 2018. In some cases, following best practices in questionnaire design , we revamped questions to improve clarity and increase the validity and reliability of the responses.

For all surveys, only completed responses coming from IP addresses located in the U.S. were analyzed. 1152 respondents completed the general survey; 499 teachers completed the teacher survey.

The complete set of questions for each survey is available upon request

Detailed Findings and Discussion

As summarized above, the survey produced a number of noteworthy findings. One central theme that emerged was a general pessimism about the state of critical thinking and uncertainty about how to improve it. That is, despite the near-universal acknowledgment of the importance of critical thinking, respondents generally think society at large is doing a bad job of cultivating critical thinking skills. Respondents were, moreover, divided about what needs to be done.

Almost all the people surveyed (94 percent) believe that critical thinking is “extremely” or “very important.” But they generally (86 percent) find those skills lacking in the public at large. These numbers don’t come as a huge surprise—and they echo the 2018 results—but they do suggest broad public support for initiatives that advance critical thinking skills, both inside and outside of schools.

Respondents also reported deficits in their own critical thinking training and practices. They tended not to think critical thinking had been a point of emphasis in their own education, with a substantial majority of over 63 percent reporting that they had not studied critical thinking in school. Around 20 percent said their schools had provided no background in critical thinking at all, and another 20 percent said the background in critical thinking they gained from school was only slight.

There were significant differences among age groups in these self-reports. Around half of respondents in both the 0-19 and 20-39 age groups reported having studied critical thinking in school. Those numbers dwindled among older groups, bottoming out at 11 percent among 80 to 100-year-olds.

This result is likely in part due to the increased popularity of the phrase “critical thinking”: prior generations may have spent a substantial amount of time on reasoning skills without it coming under the same vocabulary. The young are also closer to school-age, of course, so may simply have sharper memories of critical thinking activities. But the differences in responses might also reflect genuine differences in education. 

In any case it’s clear that, even recently, many—if not most—students come out of school feeling as if they have not learned how to think critically, despite the fact that there is broad consensus on the importance of these skills. Only around 25 percent of respondents reported receiving an “extremely” or “very” strong background in critical thinking from their schools. 

There are a number of potential causes—technology, social norms, misguided educational priorities—but perhaps the most salient is that, as cognitive scientist Tim van Gelder puts it, “critical thinking is hard.” As van Gelder emphasizes, we don’t naturally think reasonably and rationally; instead we tend to rely on narrative, emotion, and intuition—what feels right. (3)   Teaching students to think critically requires much more guidance and practice, throughout the curriculum, than is currently being provided. 

There is broad support among the public and among teachers for critical thinking education, both at the K-12 and collegiate levels. 

Around 90 percent of respondents in the general public said that courses covering critical thinking should be required at the K-12 level, while 94 percent of teachers said critical thinking is important.

And schools usually echo this sentiment as well, citing the phrase “critical thinking” frequently in curricula and other materials. But it remains unclear if, in practice, critical thinking is really the priority it’s made out to be rhetorically.

One problem is a tendency to think critical thinking and reasoning are too complex for younger students to tackle. But research has shown that children start reasoning logically at a very young age. (4)   Critical thinking through activities like open-ended dialogue, weighing opposing perspectives, and backing up opinions with reasoning can have a positive effect even at the K-5 level. For example, philosophy for kids courses have shown some  positive effects on students’ reading and math skills (gains were even more substantial for disadvantaged students). (5)

Our survey respondents generally agreed that critical thinking skills should be taught from an early age. Forty-three percent favored beginning critical thinking instruction during early childhood (another 27 percent favored beginning at ages 6-12). This was more than a twofold increase over the results from 2018’s survey, in which just 20 percent thought it was best to begin instruction in critical thinking before the age of 6. This increase is encouraging since it’s consistent with recent research that understands critical thinking as part of general cognitive development that starts even before children enter school. (6)

Many teachers likewise support critical thinking instruction beginning at a young age. In the open response, for example, one wrote, “Critical thinking should be explicitly taught in earlier grades than late middle school and high school.” 

demographic critical thinking activity

Another wrote: “By the time students get to high school they should have this skill [critical thinking] well tuned. The pressure to meet standards earlier and earlier makes it harder to teach basic skills like critical thinking.” 

Many teachers (55 percent) also thought the emphasis on standardized testing has made it more difficult to incorporate critical thinking instruction in the classroom. For example, one wrote, “Standardized testing has created an environment of quantitative results that don’t always represent qualitative gains.” 

Moreover, a plurality of teachers (25 percent) believe that state standardized tests do not assess critical thinking skills well at all, while just 13 percent believe they assess critical thinking skills extremely well. Teachers generally (52 percent) believe that their own tests do a better job of measuring critical thinking skills.

The survey also found some worrisome trends—as well as some promising signs—in how people evaluated their own critical thinking skills and daily practices. In particular, individuals don’t do enough to engage people with whom they disagree. 

Given the deficits in critical thinking acquisition during school, it might be hoped that respondents’ critical thinking skills continued to improve after they’ve left school. But only about 55 percent reported that their critical thinking skills had improved since high school, with almost a quarter reporting that their skills had actually deteriorated since then. 

This is especially alarming because thinking critically, unlike say learning about calculus or the Russian Revolution, is generally thought to be a lifelong endeavour. We are supposed to become better with age and experience. Research into adult education suggests that it’s never too late to make gains in critical thinking.  (7)

Questions about respondents’ critical thinking habits brought out more detailed information. Some of these responses were encouraging. People reported using more than one source of information when making a decision at a high rate (around 77 percent said they did this “always” or “often”), giving reason for their opinions (85 percent), supporting their decisions with information (84 percent), and listening to the ideas of those they disagree with (81 percent). Participants generally reported engaging in more critical thinking activities this time than in our initial survey. (See “Comparing Survey Results” above.)

demographic critical thinking activity

It’s difficult to totally identify the drivers of these figures. After all, all humans are prone to overestimating the amount and quality of reasoning we do when we come to decisions, solve problems, or research information. But, at the very least, these numbers indicate that people acknowledge that these various critical thinking habits are admirable goals to shoot for. 

At the same time and unsurprisingly, these results suggest a reluctance to engage in the more demanding aspects of critical thinking: difficult or unpleasant tasks like seriously considering the possibility that our opponents might be right or thinking carefully about how to approach information-gathering before we engage in it.

Weaknesses in these areas of critical thinking can be especially easily exploited by emotionalized, oversimplified, and sensationalistic news and rhetoric. If people jump in to information-gathering without even a rough plan or method in mind they’re more likely to get swept up by clickbait or worse. 

The current media environment requires a mindful and deliberate approach if it is to be navigated successfully. And one’s own opinions will remain under-nuanced, reactive, and prone to groupthink if they’re influenced by the extreme opinions and caricatures that are often found online and on television instead of by engagement with well-reasoned and well-intentioned perspectives.

Poor media consumption habits can have a distorting effect on our political perceptions, especially. Recent research, for example, has identified wildly inaccurate stereotypes among the general public about the composition of political parties. One study found that “people think that 32% of Democrats are LGBT (versus 6% in reality) and 38% of Republicans earn over $250,000 per year (vs. 2% in reality).” (8) The study also suggested, alarmingly, that “those who pay the most attention to political media may […] also [be] the likeliest to possess the most misinformation about party composition.” (9)

The public is worried about the impact of technology on the acquisition of critical thinking skills. They also blamed deficits in critical thinking on changing societal norms and the education system.

Modern technology was the most cited reason for a lack of critical thinking skills among the general public, with “changing societal norms” coming in a close second. Over 200 respondents also cited the educational system (see chart below).

Graph: why people lack critical thinking skills

A number of the teachers also mentioned potential drawbacks of technology in the classroom environment. For example, in the open response portion of the survey, which allowed teachers to voice general concerns, one teacher wrote: “Get rid of the laptops and tablets and bring back pencil and paper because the students aren’t learning anything using technology.” Another said: “Personal Electronic devices need to be banned in schools.”

In our own work at the Reboot Foundation, the research team found evidence of negative correlations between technology use at schools and achievement. For example, an analysis of data from the National Assessment of Education Progress (NAEP) showed that fourth graders using tablets “in all or almost all” classes performed significantly worse (the equivalent of a full grade level) than their peers who didn’t use them. 

Another recent study the foundation supported also suggested students benefited from using pencil and paper as opposed to technology to do math homework. The Organization for Economic Cooperation and Development found similar results a few years ago in their international study of 15-year-olds and computer usage. (10)

There is a great deal the field still doesn’t know about the effects of different kinds of technology on different kinds of learning. But a growing stock of research suggests that schools should be cautious about introducing technology into classrooms and the lives of students in general, especially young students. (11)

It would also be a mistake to slip into simple Luddism though. Technology, obviously, provides benefits as well—making education more accessible, reducing costs, helping teachers to fine-tune instruction to student needs, to name a few. During the coronavirus crisis, moreover, educators have had no choice but to rely and hopefully help improve these tools.

Still, too often in the past schools have turn ed to technology without properly weighing the costs against the benefits, and without determining whether technology is truly needed or effective. A recent RAND Corporation paper, for example, discussed programs “seeking to implement personalized learning” but without “clearly defined evidence-based models to adopt.” (12)

The Reboot survey suggests that members of the public as well as teachers generally share these concerns, both about educational technology specifically and about the general impact of technology on student learning.

Math teacher at chalkboard

While teachers support critical thinking instruction, they are divided about how to teach it, and some educators have beliefs about critical thinking instruction that conflict with established research.

One central question in the research about how to best instill critical thinking skills in students is whether critical thinking should be taught in conjunction with basic facts and knowledge or separated from it. 

Teachers were split on this question, with 41 percent thinking students should engage in critical thinking practice while learning basic facts, while 42 percent thought students should learn basic facts first then engage in critical thinking practice. A further 16 percent believe that basic facts and critical thinking should be taught separately. (However, only about 13 percent of teachers surveyed say that content knowledge either doesn’t matter at all or only matters slightly for critical thinking skills.)

The view that knowledge and critical thinking skills can and should be taught separately is mistaken. There is a common view that since information is so widely accessible today, learning basic facts is no longer important. According to this view, it’s only cognitive skills that matter. But the two cannot be so neatly divorced as is often assumed. (13)

Research in cognitive science strongly suggests that critical thinking is not the type of skill that can be divorced from content and applied generically to all kinds of different contexts. As cognitive scientist Daniel T. Willingham argues, “The ability to think critically […] depends on domain knowledge and practice.” (14)

This means students need to practice critical thinking in many different kinds of contexts throughout the curriculum as they acquire the background knowledge needed to reason in a given context. There are of course general skills and habits that can be extrapolated from these various kinds of practice, but it is very unlikely that critical thinking can be taught as a skill divorced from content. “It […] makes no sense,” Willingham writes, “to try to teach critical thinking devoid of factual content.”

This doesn’t necessarily mean standalone critical thinking courses should be rejected. Students can still gain a lot from learning about formal logic, for example, and from learning about metacognition and the best research practices. But these standalone courses or programs should include acquisition of basic factual knowledge as well, and the skills and habits learned in them must be applied and reinforced in other courses and contexts.

Students, moreover, should be reminded that being “critical” is an empty slogan unless they have the requisite factual knowledge to make a cogent argument in a given domain. They need background knowledge to be able to seek out evidence from relevant sources, to develop reliable and nuanced interpretations of information, and to back the arguments they want to make with evidence.

Teacher engaging with student

Reboot also asked teachers about which students they thought benefited from critical thinking instruction. A majority (52 percent) thought it benefits all students, but 35 percent said (with the remaining 13 percent thinking it primarily benefits lower-ability students). 

The view that critical thinking instruction is only effective for higher achieving students is another common misconception. Everyone is capable of critical thinking, and even, to a certain extent, engages in critical thinking on their own. The key is for students to develop metacognitive habits and subject-area knowledge so that they can apply critical thought in the right contexts and in the right way. Educators should not assume that lower-achieving students will not benefit from critical thinking instruction. 

Teachers need more support when it comes to critical thinking instruction, though at least some teacher training and professional development programs do seem to help.

In the survey, educators repeatedly mentioned a lack of resources and updated professional development. In response to a question about how administrators could help teachers teach critical thinking more effectively, one teacher asked for “better tools and materials for teaching us how to teach these things.” 

Another said, “Provide opportunities for teachers to collaborate and cross train across subject areas, as well as providing professional development that is not dry or outdated.” Another characteristic comment: “Provide extra professional development to give resources and training on how to do this in multiple disciplines.”

Overall teachers were relatively satisfied that teacher training and professional development programs were helping them teach critical thinking. Forty-six percent said that their teacher training helped them a lot or a great deal, while 50 percent said professional development programs help them a lot or a great deal.

But other teachers reported burdensome administrative tasks and guidelines were getting in the way of teacher autonomy and critical thinking instruction. For example, one teacher wrote, “Earlier in my career I had much more freedom to incorporate instruction of critical thinking into my lessons.”

Media literacy is still not being taught as widely as it should be. 

In our survey, teachers rightly recognized that media literacy is closely bound up with critical thinking. One said, “I believe that media literacy goes hand in hand with critical thinking skills and should be a requirement […] especially due to the increase in use of technology among our youth.” Another offered that “media literacy should be a graduation requirement like economics or government.”

But schools, at least judging by teachers’ responses in the survey, have been slow in prioritizing media literacy. More than 44 percent reported that media literacy courses are not offered at their schools, and just around 30 percent reported that media literacy courses are required. That said, the majority of teachers did report teaching typical media literacy skills occasionally in their classes. 

For example, over 60 percent said that, in at least one class, they “teach students how to distinguish legitimate from illegitimate sources,” and over two-thirds said they “teach students how to find reliable sources.” (15)

Despite the assumption sometimes made that young people (“digital natives”) must be adept navigators of the internet, recent studies have found that students have trouble evaluating the information they consume online. They have problems recognizing bias and misinformation, distinguishing between advertising and legitimate journalism, and verifying information using credible sources. 

Our age is one in which unreliable information proliferates; nefarious interests use the internet to influence public opinion; and social media encourages groupthink, emotional thinking, and pile-on. New skills and training are required to navigate this environment. Our schools must adapt. 

This means generating and implementing specific interventions that help students learn to identify markers of misinformation and develop healthy information-gathering habits. The Reboot Foundation’s own research suggests that even quick and immediate interventions can have a positive impact. But it also means instilling students with life-long critical thinking habits and skills which they’ll be able to apply to an ever-changing media landscape. 

Despite its importance, which is widely acknowledged by the general public, critical thinking remains a somewhat vague and poorly understood concept. Most people realize that it is of vital importance to individual success and educational attainment, as well as to civic life in a liberal democracy. And most seem to realize that 21st-century challenges and changes make acquiring critical thinking skills of even more urgent importance. But when it comes to instilling them in children and developing them in adults, we are, in many ways, still at square one. 

Over the course of the last few decades, K-12 educators have been urged to teach critical thinking, but they have been given conflicting and inconsistent advice on how to do it. There remains a lack of proven resources for them to rely on, a lack of administrative support—and sometimes even a lack of a clear sense of what exactly critical thinking is. Perhaps most importantly, teachers lack the time and freedom within the curriculum to teach these skills.

Elementary school students with teacher

But there have been a number of insights from cognitive science and other disciplines that suggest a way forward. Perhaps the most important is that critical thinking cannot be understood as a skill on par with learning a musical instrument or a foreign language. It is more complicated than those kinds of skills, involving cognitive development in a number of different areas and integrated with general knowledge learned in other subject areas. Critical thinking courses and interventions that ignore this basic fact may produce some gains, but they will not give students the tools to develop their thinking more broadly and apply critical thought to the world outside of school.

College and continuing education deserve attention too. It should be considered a red flag that only 55 percent of respondents didn’t think they’d made any strides in critical thinking skills since high school. Colleges have long been moving away from a traditional liberal arts curriculum . The critical thinking skills acquired across those disciplines have likely suffered as a result. 

In recent years, we’ve seen smart people who should know better time and again exhibit poor judgment online. It is important to remind each other of the importance of stepping back, managing emotions, engaging with others charitably, and seriously considering the possibility that we are wrong. This is especially important when we are searching for information online, an environment that can easily discourage these intellectual virtues. Ramping up media literacy—for both adults and young people—will be a vital part of the solution.

But, ultimately, critical thinking, which touches on so many different aspects of personal and civic life, must be fostered in a multitude of different ways and different domains. A secure, prosperous, and civil future may, quite literally, depend on it.

Appendix 1: Data Tables

When I have a task to do, I collaborate with other people to get ideas.

I plan where to get information on a topic.

[table id=72 /]

I listen to the ideas of others even if I disagree with them.

[table id=73 /]

I keep an open mind to different ideas when making a decision.

[table id=74/]

I make sure the information I use is correct.

[table id=75 /]

I seek out people who tend to have different opinions than me to engage in discussion or debate

[table id=76 /]

To download the PDF of this survey,

(please click here)

(1)* W  Gandour, R. (2016) A new information environment: How digital fragmentation is shaping the way we produce and consume news. Knight Center for Journalism in the Americas. https://knightcenter.utexas.edu/books/NewInfoEnvironmentEnglishLink.pdf (2)* Twenge, J. M., Cooper, A. B., Joiner, T. E., Duffy, M. E., & Binau, S. G. (2019). Age, period, and cohort trends in mood disorder indicators and suicide-related outcomes in a nationally representative dataset, 2005–2017. Journal of Abnormal Psychology .

(3)*  Gelder, T. V. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching , 53 (1), 41-48.

(4)*  Gelman, S. A., & Markman, E. M. (1986). Categories and induction in young children. Cognition, 23 , 183-209.

(5)*  Gorard, S., Siddiqui, N., & See, B. H. (2015). Philosophy for Children: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/ Projects/Evaluation_Reports/EEF_Project_Report_PhilosophyForChildren.pdf

(6)*  Kuhn, D. (1999). A developmental model of critical thinking. Educational researcher , 28 (2), 16-46.

(7)*  Dwyer, C. P., & Walsh, A. (2019). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 1-19.

(8)*  Ahler, D. J., & Sood, G. (2018). The parties in our heads: Misperceptions about party composition and their consequences. The Journal of Politics, 80 (3), 964-981. 964.

(9)*  Ibid., 965.

(10)*  Organization for Economic Cooperation and Development. (2015). Students, computers and learning: Making the connection . https://doi.org/10.1787/9789264239555-en

(11)*  Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between screen time and children’s performance on a developmental screening test. JAMA pediatrics, 173(3), 244-250.

(12)*  Pane, J. F. (2018). Strategies for implementing personalized learning while evidence and resources are underdeveloped. RAND Corporation. https://www.rand.org/pubs/perspectives/PE314.html

(13)*  Wexler, N. (2019). The knowledge gap: The hidden cause of America’s broken education system–and how to fix it. Avery.

(14)*  Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Federation of Teachers (Summer 2007) 8-19.

(15)*  Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of civic online reasoning. Stanford Digital Repository, 8, 2018.

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  • v.30(2); 2018 Jun

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

Soumendra sahoo.

1 Department of Ophthalmology, Melaka Manipal Medical College (Melaka Campus), Bukit Baru, Malaysia

Ciraj Ali Mohammed

2 Department of Microbiology, Melaka Manipal Medical College (Manipal Campus), Manipal Academy of Higher Education, Manipal, India

This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students.

A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning.

Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills.

This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

Introduction

Critical thinking is a higher order skill which helps in evaluating the pros or cons by rational reasoning of evidence. The current approaches in medical education focuses more on developing critical thinking skills among the learners [ 1 ]. By doing so, future health care professionals are able to evaluate the argument of others and themselves, often helping them in resolving professional dilemmas. Tittle [ 2 ] in 2011 linked critical thinking to qualities such as effective questioning, being empathetic, honest, analytical, and objective. It is an accepted view that critical thinking notions and instruments are fundamental in organised instructions.

In higher education, specifically in medical education, educators continuously stress to apply critical thinking in all facets of academic study, be it to select information, to read, to write, to speak, or even to listen. Critically reading and evaluating information are seen by some as the most important skills to develop, as they have wide applicability in other aspects of cognition. In health professions courses, critical thinking remains a vital skill to hone, which would help the learner to perform without flaws in their future workplace scenarios. This approach enables the learner to make an evaluation of current knowledge along with fostering the creation of new knowledge. It is not surprising to note the majority of health science courses acknowledge the magnitude of importance for learners to establish critical thinking skills. In order to deliver effective health care while maintaining safety for healthcare seekers, healthcare workers are required to develop effective clinical reasoning and acumen [ 3 ]. For the same reasons critical thinking is considered important in the practice of medicine and the health sciences, in health science research and in philosophy of medicine itself. Thinking critically can provide broader perspectives, creative solutions, multiple pathways and scope for more selfregulation [ 4 ]. Research says that critical thinking can be taught, however it should be done in such a way that learners are engaged actively with teachers who transform themselves as facilitators [ 5 ].

Critical thinking has been viewed as more than a unique collection of cognitive skills. Authors have described critical thinking to encompass the ability to comprehend the essence of deriving conclusions and to consider the justification behind the evidence [ 6 - 10 ]. They also consider critical thinking as a fundamental requirement for application to the most complex reallife scenarios and for active participation in social circles.

One institutional study reveals how writing exercises and group discussions can facilitate for the development of critical thinking [ 11 ]. Critical appraisal teaches objectivity, reflection and logic that encourages critical thinking in both practice and theory. Students can even develop transferable thinking skills through focused critical appraisal activities leading to enterprising, reflective judgement which allow for comprehension, analysis, appraisal, and deduction [ 12 ]. The approach also fosters explanation of key factors which influence judgement. Tittle has postulated that the steps of critical thinking follow this order: observing, analysing, evaluating, contextualising, questioning, and finally reflecting ( Fig. 1 ). As we notice in this hierarchy, an exercise of higher order cognitive skills as described by Bloom et al. [ 13 ] is evident throughout the process. Hence, various tools have been proposed for teaching critical thinking skills, these include but are not limited to; written assignments, problem based learning, analysing case studies, work-integrated learning on placement, and the use of simulations [ 14 ].

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Object name is kjme-2018-86f1.jpg

Steps of Critical Thinking

Academic writing has been recognised to help learners develop critical thinking skills as the complexity of writing skills necessary increases from undergraduate to post-graduate level [ 15 , 16 ]. Scientific writing can encourage the development of self-expression, organisational skills, and both descriptive and observational skills [ 17 ]. These soft skills are essential for practice of medicine. Academic writing is considered a necessary skill for communicating novel research and to produce evidence [ 18 ]. Students interacting with academic literature will allow students to further develop their critical thinking skills and will go a long way for the development of a scientifically-literate community [ 19 ]. Researchers have suggested that scientific writing needs to be taught, looking into the enhancement of critical thinking skills among university students [ 20 ].

It is established that the effectiveness of written communication positively correlates with the quality of care provided and patient safety [ 21 ]. There is also an increasing emphasis on academics to publish research which highlights the importance of providing opportunities to hone the skills in academic writing during their training phase itself.

Considering the aforementioned background, we designed an educational intervention that was aimed in developing research proposals by medical students to present and justify the need to study a research problem and to suggest practical ways in which this research must be organised. This approach was developed as an assignment for the learners to improve their critical thinking by exercising justification and reasoning in their protocols. We have also attempted to analyse the undergraduate medical students’ perceptions on how the research protocol writing in small groups have contributed towards enhancing their critical thinking and collaborative learning skills.

1. Context and participants

This study was conducted in the Department of Ophthalmology, Melaka Manipal Medical College (Melaka Campus), Malaysia from July to December 2015. The college offers a Bachelor of Medicine and Bachelor of Surgery program that is of 5 years duration. The institution follows a hybrid curriculum with majority of subjects taught discipline wise and integration imparted through concurrent problem-based learning sessions. Of the 10 semesters that span over a period of 5 years, the first 4 semesters deal with pre and para-clinical subjects which is followed by 6 semesters of clinical training. The lecture topics of ophthalmology are covered during 6th and 7th semester with clinical postings scheduled during the 8th and 9th semester. The institution has a multi ethnic student population mostly from within Malaysia and a few international students from select countries across the globe.

A total of 188 fourth year medical students during their clinical posting in ophthalmology were recruited for this study after obtaining informed consent. They were further divided into small groups using random allocation (by drawing lots) to ensure that the groups were heterogeneous. A standard protocol template developed by the department known as ‘Proposal Wizard’ was used for the participants. The proposal wizard had five headings: title, rationale, objectives, study design, and references.

An orientation session conducted during the first day of the 4-week clinical posting briefed the participants about using various electronic search engines to retrieve published articles. Two hypothetical research questions were framed for this study considering the prevalence of ophthalmic diseases and their social relevance in this South East Asian zone. The questions used were: “Can we prevent cataract?” and “Can we prevent diabetic retinopathy?”

The participants were instructed to write a proposal for conducting a clinical study in this zonal context to answer the aforementioned research questions. They were asked to focus on three questions: (1) why was this study important?; (2) what will you do to address this problem/need/opportunity?; and (3) who or what will change as a result of your study?

Participants were instructed to perform activities such as literature search using various search engines, developing research questions in the local context and retrieval of at least five references for protocol writing. While writing the background, the participants were cautioned not to make this an exhaustive literature review. We advised that besides providing a clear idea of what the research question was and by understanding its originality and relevance, they had to state clearly as to how this research would help in filling the gaps in the existing literature.

This was followed by actual protocol writing in the assigned groups using a given template, “Proposal Wizard”. Subsequent to the study, the participants were asked to provide an individual reflection on the activity in their respective portfolios. In the reflective summaries, they were encouraged to depict their responses to experiences, opinions, events, and responses to thoughts and feelings. They were also asked to reflect on the learning process that happened as a result of this intervention and ways of creating meaningful experiences from the learning process.

2. Study design

A mixed methods approach was adopted to analyse the effectiveness of this intervention. Qualitative method was used to explore students’ perceptions of the enhancement of critical thinking skill through research protocol writing in small groups. A quantitative approach was used to identify the components that had the strongest impact to strengthen the qualitative data.

3. Data analysis

Qualitative analyses of the reflections were done by coding and identifying categories and themes. Words with similar meanings were grouped into emergent major codes. The major codes were further classified into categories. These categorizations subsequently led to the emergence of major themes [ 22 ].

A survey questionnaire was used to perform the quantitative analysis of the themes that emerged during qualitative analysis. This questionnaire where the statements were measured in Likert scale was given to participants in order to understand the effect of research protocol writing exercise in enhancing critical thinking and collaborative learning skills. This study was approved by the Institutional Ethics Committee of Melaka Manipal Medical College (Melaka Campus), Malaysia (approval no., MMMC/REC/03/2016).

The demographic profile of the participants is given in Table 1 . They belonged to the age group of 21–23 years. The students who were motivated by active participation in small groups during this activity opined that:

Demographic Profile of Participants (N=188)

  • “This was an interesting and informative assignment…”
  • “This assignment made learning fun, easy, and inspiring…”
  • ‘We had lots of fun while working on the given assignment…”

Students also expressed that the protocol writing activity honed their skills in team work and collaborative learning.

  • “Throughout the process I learnt team work…”
  • “It gave me opportunity to mingle with my friends in developing effective team building where equal learning took place…”
  • “I could learn better by sharing my thoughts in a group as well as looking into the discussion of my peers in group…”

The activity assigned was recognised by many as a process that helped in fostering the skills of critical inquiry and active learning.

  • “This gave me opportunity to reflect, research, raise questions, and present in an active manner...”
  • “The exercise of research proposal writing helped me to synthesise facts and organise information to create a new thinking…”
  • “It encouraged my critical thinking about my own and other’s actions…”
  • “By doing inquiry on research topics and developing a proposal I could engage myself in deeper thinking and deeper learning…”

The students also recognised the complexity of the task and process.

  • “I felt it was a process of considering a topic or problem from multiple perspectives…”
  • “It was not easy to pick key elements from research done elsewhere that could be employed in our own context of conducting research…”
  • “The group exercise gave me scope to understand the complexities involved in critiquing literature, more so for conducting a research…”

There were a few concerns shared by some participants especially about resolving conflicts within the group and meeting the deadline in completing the assignment.

  • “Sometimes we faced difficulty in resolving multiple opinions in group…”
  • “I hate when my idea is not given credit within the group…”
  • “Few of my group members were dominant which sometimes prevented myself expressing some of my critical observations…”
  • “Time constraint was the issue in finishing this assignment…”

When relating the skills of critical thinking to academic writing the participants mentioned that:

  • “It is impossible to write a good proposal without employing critical thinking…”
  • “I am sure; I could improve my critical thinking through this research proposal writing…”
  • “We should be stressed on critical thinking skill as a core component of our curriculum…”

Some of the key words that emerged from the qualitative data identified the assignment as interesting, inspiring, providing exposure, communication skills, team work, and time constraints. Words with similar meanings were grouped into emergent major codes such as memorising, analysing basic elements, synthesising, organising ideas, and being inquisitive. The major codes were further classified into two categories which were cognitive skill enhancement and active collaborative learning. These categorizations subsequently led to the emergence of major themes such as enhancing teamwork and enhancement of critical thinking skill. Thematic analyses of student reflections are depicted in Fig. 2 .

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Thematic Analysis of Participants’ Reflections

The methodologies adopted by the students are highlighted as exemplars in Table 2 . This provides insight to the thought process of learners in writing the study design for intended purposes.

Distribution of the Research Proposals Based on the Methodology

The survey questionnaire report is depicted in Table 3 where the responses are shown as average of Likert scales used (1–5: 1 as strongly disagree and 5 as strongly agree).

Survey Scores from Student Response Surveys (N=188)

The development of students’ critical thinking abilities remain a major challenge faced by today’s health educators. Ongoing research in this field still strives to identify appropriate context to promote the development of critical thinking. Our study was designed to endorse critical thinking among final year medical students to work collaboratively and develop a research proposal using an evidence based approach. The general expectation during an academic writing assignment is that students are encouraged to think critically. This was observed while analysing the exemplars on methodologies planned by the participants.

Writing assignments provide students the opportunities to reflect in addition to fostering communicative skills and critical thinking [ 22 ]. This supports our idea of engaging students in reflective writing that followed collaborative exercises on proposal writing in order to foster critical thinking skills.

Research points out that the reflective learning process enables learners to alter their outlook at six unique stages in their decision-making process. These steps are: introspection, concept attainment, self-attribution, problem solving, action planning, and reorganization [ 23 ]. By engaging with foresight and planning, reflective writing can be a productive strategy for facilitating students’ skills of critical thinking and reasoning.

Critical thinking can improve proficiency in learning the relevant course content. A study done in Malaysia provides evidence on the importance of improving the undergraduates’ English language proficiency by positively relating it to critical thinking ability [ 24 ]. This justifies our approach of utilising a strategy like proposal writing for refining such skills. However, there are number of issues with the theory and methodology of the expressive writing model as articulated by some workers [ 25 ]. These workers argue for a more prudent and critical approach rather than the experimental and quantitative approach which has predominated expressive writing. They also point out the wide array of manners in which creative writing has been utilized in healthcare environments to support their arguments [ 26 ].

Establishing and maintaining relationships are considered as crucial components for success in the research process [ 27 ]. Research teams working in collaboration have found that prioritising effective communication and writing serves to develop knowledge, which was also found from the self-reflection of the study participants in this study. A multi centric study, which attempted to encourage critical appraisal of education reports, discovered enhanced interpretation, better judging abilities, and skill in formulating proposals for critical reading [ 28 ].

The opportunity given to the members to experience writing collaboratively not only encourages active learning but also facilitates for experiencing working in a team [ 29 ]. This was evident in our study where most of the participants agreed upon enhancement of their skills of functioning within a team which can be considered as a major outcome of this intervention. While working in small groups, few participants expressed their concern especially regarding the resolution of certain conflicts that arose within the team. However, when they realized similar difficulties are shared by others, they eventually felt less isolated in the process. Similar effects are documented in another study as well [ 30 ].

Some researchers lament that in spite of the hefty importance given for publication, there is limited research and support for teachers attempting to improve the quality of their academic writing [ 31 ]. This finding augments the need for inculcating skills of academic writing in medical schools right from the formative years itself. The interests generated among our participants provide a ray of hope as similar interventions can help in boosting learner motivation leading to amplification of their skills in academic writing. We also identified that engaging students in the design of scientific research protocol writing allowed teachers to detect different ways in which students understand scientific practices, which has been depicted in Table 2 . The findings match with a study done by Domènech and Márquez [ 32 ] to a large extent.

In this study we did not measure critical thinking using any standardised scale which may be considered as a limitation. Future studies incorporating such measures can be organised in the same setting for performing an in-depth analysis of this topic. Based on the results of this study, we recommend structured modules in the core medical curriculum that focus on research writing skills with reflective practices embedded in a collaborative learning format for fostering the skills of critical thinking and collaborative learning among undergraduate medical students.

In conclusion, majority of students who participated in this study agreed that research protocol writing in small groups using an evidence based approach enhanced their critical thinking and collaborative learning skills. The responses in favour of this intervention cited the approach as “interesting, inspiring, good exposure, and enhancing the skills of effective communication and teamwork.” Time constraints and issues associated with resolving conflicts within the team were identified as major hindering factors.

Acknowledgments

We would like to thank Prof. Datuk, Dr. Abdul Razzak, Pro-Vice-Chancellor Manipal University, Prof. Jaspal Singh Sahota, Chief Executive, Melaka-Manipal Medical College and Dean (FOM) MMMC, Malaysia, and Prof. Adinegara Lufti Abas, Deputy Dean Melaka-Manipal Medical College, Malaysia for their support, constructive comments, and encouragement in executing this project.

Conflicts of interest

No potential conflict of interest relevant to this article was reported.

Authors’ contribution

Conception or design of the work: SS, CAM; data collection: SS; data analysis and interpretation: CAM; drafting the article: SS; critical revision of the article: CAM; and final approval of the version to be published: SS, CAM.

Educationise

11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world. Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

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  • 10 Innovative Strategies for Promoting Critical Thinking in the Classroom
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Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth.

Importance of Acquiring Critical Thinking Skills

Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Benefits of Critical Thinking Skills in Education

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the class is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

  • It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
  • Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
  • The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
  • Critical thinking skills make the students curious about things around them
  • A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems
  • Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
  • The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
  • The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
  • Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 activities that will facilitate you to promote critical thinking abilities in the students. We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc. Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper. After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

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20 Critical Thinking Activities for Elementary Classrooms

April 1, 2023 //  by  Seda Unlucay

With the barrage of mainstream news, advertising, and social media content out there, it’s vital for students to think independently and learn to differentiate between fact and fiction.

This series of critical thinking activities, STEM-based design challenges, engaging Math puzzles, and problem-solving tasks will support students in thinking rationally and understanding the logical connection between concepts.

1. Teach Students How to Obtain Verifiable News 

There’s probably no 21st-century skill more important than differentiating between real and fake sources of news. This editable PowerPoint bundle covers traditional media, social networks, and various target audiences and teaches students how to find verifiable facts.

Learn More: Teachers Pay Teachers

2. Watch and Discuss a Critical Reasoning Video

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This kid-friendly video teaches students to break arguments down into claims, evidence, and reasoning. Armed with this lifelong learning tool, they will be able to make more informed decisions when consuming all types of information.

Learn More: Brain Pop

3. Complete a Critical Design Challenge

This science and designed-based classroom activity challenges students to find ways to prevent a falling egg from breaking. Pairing it with the classic Humpty Dumpty nursery rhyme is sure to inspire many creative ideas.

Learn More:  Education

4. Critical Community Engagement Activity 

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This community engagement activity requires analytical skills to determine what items can be recycled in the classroom and in their neighborhood. By creating recycling bins from reusable cardboard boxes, students have an opportunity to contribute to the environmental well-being of their community while practicing social responsibility.

Learn More: Kaboom

5. Develop Logical Skills with a Then and Now Activity

We may no longer use candles for reading or quill pens for writing, but can your students identify the objects that have replaced them? This activity engages their writing, drawing, and logical skills while giving them a chance to reflect on all the changes in our modern world.

Learn More: Education

6. Play a Critical Thinking Game

This active learning activity requires students to use their critical thinking skills to make comparisons and create meaningful analogies. The fun animal safari theme is sure to inspire many funny and creative ideas!

7. Develop Social-Emotional Problem-Solving Skills 

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Through this lesson, students will understand that while conflicts are a normal part of life, it’s vital to have problem-solving skills to resolve them. This is also an excellent opportunity for developing their social awareness and relationship skills.

Learn More: ED Foundations

8. Desert Island Survival Game 

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This classic game is sure to inspire student engagement, as they use their critical thinking skills to survive being stranded on a desert island. Students have to watch out for ideological assumptions and question ideas in order to determine the appropriate items to bring.

9. Play a Problem-Solving Treasure Hunt Game 

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This exciting game for kids requires them to use key math skills to break a series of codes. With ample time, designated progress monitors, and sharp critical thinking skills, students are sure to find the hidden treasure.

Learn More: Twinkl

10. Use Writing to Increase Critical Empathy

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This activity builds writing fluency while giving students a chance to show appreciation for each other. As they reflect emphatically on their classmates’ contributions and character, their base level of kindness and sense of ethical responsibility is bound to increase.

Learn More: Edutopia

11. Learn How to Make Logical Inferences

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This activity for kids teaches the critical academic skill of making inferences from a series of texts. Students will surely enjoy playing the role of detective in order to draw their own logical conclusions.

Learn More:  Study

12. Think Critically About Cultural Assumptions 

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This engaging activity for students challenges them to think critically about why people from a variety of cultures decorate their bodies. It helps them to break through cultural assumptions while comparing and contrasting the different forms of hand and body painting around the world.

Learn More:  Harmony

13. Big Paper Silent Reflection Activity 

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After posing some open-ended questions, students silently write their responses with colored markers on large chart paper. After each group has circulated around the room, students can share their critical reflections and learn from the various perspectives of their classmates.

Learn More:  Slideshare

14. Watch a TED Video About the Socratic Method

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Socrates is one of the forefathers of critical thinking, who focused on making his students thinking visible by questioning their logic and reasoning. The accompanying quiz and discussion questions are an excellent way to reinforce student learning.

Learn More:  Ted Ed

15. Brainstorm Ways to Help a Homeless Person

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This lesson in civic responsibility teaches students about the causes of homelessness and guides them to find ways to help the homeless in their communities. It develops key problem-solving skills while building critical empathy.

Learn More:  National Homeless.org

16. Guess the Object Game

This video features a series of twenty zoomed-in mystery objects. Students will love using their critical thinking skills to guess each one!

Learn More:  Andy – The ESL Guy

17. Solve Some Challenging Math Brain Teasers

This abundant series of brain teasers is the perfect choice if you’re looking to test your children’s memory and problem-solving skills. Encourage them to use their knowledge of numbers to complete these tricky math problems that are not only designed to challenge your little brainiacs but are also compiled in an easy-to-use format.

Learn More: Mental Up

18. Complete a STEM Elevator Challenge

In this design and engineering-based lesson, students have to build a functional elevator that can carry an object to the top of a structure. It’s a terrific way to encourage cooperative learning while sharpening their problem-solving skills.

Learn More:  Georgia Youth Science and Technology Centers

19. Create the Perfect Farm 

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There’s no better way to develop critical thinking skills than by solving real-world problems. This video encourages students to think about ways to feed a growing global population in an environmentally sustainable way.

20. Solve Logic Grid Puzzles

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These logic grid puzzles will motivate students to use logical reasoning skills and the process of elimination to solve a series of clues. But be warned, they are highly addictive and difficult to put down once you get started!

Learn More:  Puzzle Baron’s Logic Puzzles

Critical thinking definition

demographic critical thinking activity

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

  • Developing technical and problem-solving skills
  • Engaging in more active listening
  • Actively questioning their assumptions and beliefs
  • Seeking out more diversity of thought
  • Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

  • What information should be included?
  • Which information resources should the author look to?
  • What degree of technical knowledge should the report assume its audience has?
  • What is the most effective way to show information?
  • How should the report be organized?
  • How should it be designed?
  • What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.

We are a team specializing in writing essays and other assignments for college students and all other types of customers who need a helping hand in its making. We cover a great range of topics, offer perfect quality work, always deliver on time and aim to leave our customers completely satisfied with what they ordered.

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IMAGES

  1. Critical Thinking Skills Worksheet

    demographic critical thinking activity

  2. Critical thinking preschool worksheets

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  3. All 5 Demographic Transition Model Stages, Explained (2024)

    demographic critical thinking activity

  4. Demographic Transition Model

    demographic critical thinking activity

  5. GCSE AQA 9-1 The Demographic Transition Model ( Carousel Activity

    demographic critical thinking activity

  6. 20 Critical Thinking Activities for Elementary Classrooms

    demographic critical thinking activity

COMMENTS

  1. PDF Critical Thinking Survey Report

    percent). But similar numbers of respondents indicated their critical thinking skills had deteriorated since high school (23 percent versus 21 percent). Finally, encouraging points of comparison emerged in responses to questions about particular critical thinking activities. Our most recent survey saw a slight uptick in the number of respondents

  2. Critical Thinking Skills Survey & Research in 2018

    Notably, 26 percent of respondents say that critical thinking skills are lacking because of a flawed educational system. Young people are more likely to feel this way than those in older demographics, and in the 18-to-40-year-old category, 41 percent of respondents think schools are to blame.

  3. Global critical thinking survey: The results

    According to a survey by the Times Education Supplement, 85% of teachers worldwide feel their students don't have the critical thinking skills they need when they start university. The ability to think clearly and rationally and engage in independent and reflective thinking, empowers students to form their own opinions and make better choices.

  4. PDF American Psychological Association T Pss

    his lesson plan provides content outlines, activities, critical thinking exercises, and resources for teachers to use to teach research meth-ods and statistics, the foundation of any psychology course. Suggested activities are referenced within the lesson content outlines where appro-

  5. Nursing Students' Satisfaction and Self-Confidence Levels After Their

    New graduate nurses are struggling in delivering safe care to their patients because they have underdeveloped critical thinking, low self-confidence, ... Simulation activity is an effective teaching method that enhances the enrollment of nursing students and reduces ... Students' demographic characteristics (age, grade point average [GPA ...

  6. Vierra Critical 5

    9 Regression of Critical Thinking on Demographic Variables, Grades, 95 and Mean RIT Score (N=274) 10 Regression of Critical Thinking on Demographic Variables, Grades, 96 ... and thinking activities have not received priority in classrooms (Conley, 2003; Rothman, et al., 2002). Some critics are hopeful, however, that recent state adoptions of ...

  7. Fostering Students' Creativity and Critical Thinking

    Data and research on education including skills, literacy, research, elementary schools, childhood learning, vocational training and PISA, PIACC and TALIS surveys., Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important ...

  8. Critical Thinking Skills of RNs: Exploring Demographic Determinants

    This study explored demographic determinants of critical thinking skills among nurses from public hospitals in Peninsular Malaysia. ... Stimulating critical thinking among tertiary students through YouTube videos and interactive activities: A reflective journey. Proceedings of the 2nd International Conference on Social Sciences Research (ICSSR ...

  9. Lesson 3: Demographic Indicators

    Encourage critical thinking; Develop one's own point of view ... Activity 1: Demographic Indicators (20 Minutes) The students should receive two texts: One about infant mortality and one on how to calculate the birth rate. They can work on these texts either individually, in pairs or in small groups to answer the questions and present the ...

  10. Using demographic variables to predict graduating university students

    Keywords 1. critical thinking 2. everyday life 3. validity 4. reliability 5. scale Abstract Purpose: Critical thinking, regarded as one of the main goals of education, is considered an important ...

  11. PDF THE CRITICAL THINKING

    It's thinking on purpose! Critical thinking involves mindful communication, problem-solving, and a freedom from bias or. About This Workbook. egocentric tendency. You can apply critical thinking to any kind of subject, problem, or situation you choose. The activity pages in the Critical Thinking Workbook are meant to be shared and explored.

  12. (PDF) Critical Thinking Skills of RNs: Exploring Demographic

    Critical Thinking Skills of RNs: Exploring Demographic Determinants Daphne S.K. Lee, MA(Edu), BN, RN; Khatijah Lim Abdullah, DClinP, MSc, RN; Karuthan Chinna, PhD; Pathmawathi Subramanian, DHSci, Med, RN; and Robert Thomas Bachmann, PhD The health care domain has become more complex abstract and challenging following the rapid growth in informa- tion technology, shrinking resources, and cost ...

  13. The State of Critical Thinking in 2020

    A very high majority of people surveyed (94 percent) believe that critical thinking is "extremely" or "very important.". But they generally (86 percent) find those skills lacking in the public at large. Indeed, 60 percent of the respondents reported not having studied critical thinking in school.

  14. Fostering critical thinking and collaborative learning skills among

    Introduction. Critical thinking is a higher order skill which helps in evaluating the pros or cons by rational reasoning of evidence. The current approaches in medical education focuses more on developing critical thinking skills among the learners [].By doing so, future health care professionals are able to evaluate the argument of others and themselves, often helping them in resolving ...

  15. Critical Thinking Video Series: Critical Thinking Explained

    Statistics demonstrate that students who participate in critical thinking activities (discussions and debates) are more likely to become engaged citizens than students without critical thinking experience. This video explores ways in which we can use critical thinking to sift through the inaccurate, misleading and biased news and information we ...

  16. 11 Activities That Promote Critical Thinking In The Class

    6. Start a Debate. In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science.

  17. 20 Critical Thinking Activities for Elementary Classrooms

    This activity engages their writing, drawing, and logical skills while giving them a chance to reflect on all the changes in our modern world. 6. Play a Critical Thinking Game. This active learning activity requires students to use their critical thinking skills to make comparisons and create meaningful analogies.

  18. week-5-demographic-critical -thinking-activity.pdf

    Demographic Critical Thinking Activity Situation Stage Explanation Billy White loses his job as a gravedigger. Stage 2 The population is increasing but the death is decreasing so people are laid off. Parents start to think more about family planning. Stage 3 The birth rate is declining and people are living longer so it is more affordable and necessary. ...

  19. Leadership in Nursing: Qualities & Why It Matters

    Using critical thinking skills allows those in nursing leadership roles to analyze decisions impacting the organization. They then clearly explain the rationale in a manner that encourages staff support. Other nursing leadership skills, such as displaying compassion and empathy, can assist the nurse leader in developing interpersonal ...

  20. week-5-demographic-critical -thinking-activity

    Demographic Cri±cal Thinking Ac±vity Situa±on Stage Explana±on Billy White loses his job as a gravedigger. stage 2 The popula±on is increasing but the death is decreasing so people are laid off. Parents start to think more about family planning. stage 3 The birth rate is declining and people are living longer so it is more affordable and necessary. ...

  21. Using Critical Thinking in Essays and other Assignments

    Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...

  22. Demographic Transition Critical Thinking Activity.docx

    Demographic Transition Critical Thinking Activity Situation Stage Explain/Justify 1. Billy White loses his job as a grave digger Stage 2 The population is increasing but the death is decreasing so people are laid of 2. Parents start to think about family planning Stage 3 3The birth rate is declining and people are living longer so it is more afordable and necessary 3.

  23. Demographic Transition Model Examples Flashcards

    Fewer children share a bedroom. Stage 4. Grandparents are very rare. Stage 1. People are encouraged to emigrate to the colonies. Stage 2. Study with Quizlet and memorize flashcards containing terms like Billy White loses his job as a gravedigger, Parents start to think more about family planning, Children are warmer in bed at night because they ...

  24. U.S. History 1: English Mainland colonies 1585-1732: Activities

    Critical thinking activities Learn with flashcards, games, and more — for free. ... Early English Settlement in the Chesapeake activity Life for early settlers in the Chesapeake colonies was difficult. Colonists faced attacks from Native Americans and Spanish settlers as well as many other challenges. Imagine that after living there for over ...