critical thinking skills in tamil

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International Journal of Academic Research in Progressive Education and Development

Open access journal.

ISSN: 2226-6348

Tamil Schoolteachers' Knowledge Competency on Implementing Creativity, Critical Thinking, Collaboration and Communication Skills in Classroom Learning

Vignesvaran m. ponnusamy, zainudin hassan.

• Pages 1006-1015
• Received: 09 Mar, 2023
• Revised: 11 Apr, 2023
• Published Online: 13 May, 2023

http://dx.doi.org/10.6007/IJARPED/v12-i2/17364

Open access

The Ministry of Education has implemented a 21st century learning approach to prepare Malaysian students for global competition in higher education and future employment. This shift to 21st century learning has created uncertainty among Tamil schoolteachers, who are accustomed to the conventional education system centered on teacher-led learning and examinations. This research aims to identify the essential knowledge elements required by Tamil schoolteachers to implement the 4C (Critical thinking, Creativity, Collaboration, and Communication) precisely in classroom learning. A qualitative research approach, specifically a Multiple Case Study design, was chosen to conduct the research with a total of nine participants. Data were collected through semi-structured interviews, document analyses, and micro-teaching video analysis, and thematically analyzed and triangulated. The findings indicate that teachers require four types of knowledge to effectively implement the 4C in the classroom: pedagogical knowledge, technological knowledge, 4C skill knowledge, and socioeconomic knowledge. Equipping Tamil schoolteachers with these types of knowledge will assist them to develop their students' 4C skills effectively.

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In-Text Citation: (Ponnusamy & Hassan, 2023) To Cite this Article: Ponnusamy, V. M., & Hassan, Z. (2023). Tamil Schoolteachers’ Knowledge Competency on Implementing Creativity, Critical Thinking, Collaboration and Communication Skills in Classroom Learning. International Journal of Academic Research in Progressive Education and Development, 12(2), 1006–1015.

Copyright: © 2023 The Author(s) Published by HRMARS (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode

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Center for Excellence in Teaching

Encouraging critical thinking with scientific sketching activities, pragna patel, professor of biochemistry & molecular medicine at usc’s keck school of medicine, uses sketching activities to help students develop critical thinking skills in her courses and beyond..

Professor Patel was a 2021 recipient of the Associates Award for Excellence in Teaching

Watch this 2-minute video and scroll down for the full interview, plus tips for implementing this in your course!

Read more about this approach in Pragna’s own words:

Download this file [6.23 MB]

Interested in using sketching activities in your course?

Here are some tips for implementation:.

• Explain the purpose and process of making a sketch. Make a point to students that the artfulness of the sketch is not the main focus, rather it is the information contained in the sketch that is important.
• Provide them with a model and identify the key elements of a successful sketch.
• Ask students to complete their sketches individually or in small groups.
• Ask students to either reflect on their individual sketches, switch sketches with a peer and review, or discuss as a class.
• Lead a class debrief or provide group or individual feedback to tie the activity back to course content and your objectives for the activity.
• After the activity, students may submit their sketches or keep them as a study guide. Sketches could also be posted in the classroom or shared with the class virtually on a discussion board for follow-up activities.

More resources for active learning and sketching activities :

• CET’s Active Learning Facilitation Process Resource
• Hoskins, S. G., Lopatto, D., & Stevens, L. M. (2011). The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs . CBE Life Sciences Education , 10(4), 368–378.
• From STEM to STEAM: 9 Specific Strategies for Adding the Art (Blog post)

What does the research say?

Edlund, A. F., & Balgopal, M. M. (2021). Drawing-to-Learn: Active and Culturally Relevant Pedagogy for Biology . Frontiers in Communication , 6.

Helen J. DeWaard, Giulia Forsythe, & Deborah Baff. (2024). Graphically Speaking: Expanding Landscapes of Scholarly Writing Using Sketchnotes . Brock Education , 33(1).

Nesbit JC, Adesope OO. Learning with Concept and Knowledge Maps: A Meta-Analysis . Review of educational research . 2006;76(3):413-448.

Wu, S. P. W., Van Veen, B., & Rau, M. A. (2020). How drawing prompts can increase cognitive engagement in an active learning engineering course . Journal of Engineering Education (Washington, D.C.), 109(4), 723–742.

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Critical thinking definition

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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Kinesiology students tackle questions and build skills through research

Critical questions, like how the benefits of physical activity can be observed at the brain level, are the core of Mariane Bacelar’s Skill Acquisition and Psychophysiology Lab . Bacelar, an assistant professor of kinesiology, helps her students get to the bottom of questions such as:

If you say you want to exercise and don’t, why is that? And what would change the situation for you?

How have you acquired a certain motor skill? Has motivation played a part?

How do rewards of various types shape your behavior?

How do you apply feedback to learn a certain skill? How do you translate that information into action?

Bacelar’s lab was built when Bacelar joined Boise State in the fall of 2022 after completing her doctoral program at Auburn University. She serves as the lab’s director. The lab’s physical space opened this spring.

Joined by six undergraduate students and one graduate student, she investigates questions related to motor skill acquisition and physical activity. They mostly focus on young adults, however, and as a result of a new grant, older adults will be the focus of study in the future.

Because the team examines motor learning and physical activity using neuropsychological measures to uncover the neural mechanisms underlying these phenomena, the lab is housed in Department of Kinesiology. But because human movement – and its hows and whys – is universal, the research and findings are important and applicable to most human endeavors.

Engaging student researchers

Along with groundbreaking research, students who sign up for the lab experience also embark on other meaningful work. They’re learning practical skills and helping to rebuild the credibility of the scientific community at the same time.

The student researchers learn how to apply behavioral and neurophysiological methods, such as electroencephalography (commonly referred to as EEG) to record brain activity and metascience techniques into research. They’re also learning how to collect and analyze data, design experiments, present research findings, think critically and work as part of a research team. Every other week, student teams present on scientific articles with group discussions to follow.

“It has a broader impact,” Bacelar said.

“Some students may not know how important research is. Some people may associate this experience with wanting to become a researcher, but this helps develop a lot of skills. It’s not necessarily ‘for’ research. It’s ‘through’ research.” –Mariane Bacelar, assistant professor of kinesiology

And while it’s early days for the lab and lab findings, the lab is succeeding in the ways its director has envisioned.

“We’re still collecting data, but we have a couple of predictions,” Bacelar said, adding that it has become apparent that a fundamental premise underpinning these parts of science is still, in fact, an open question.

“We often assume that motivation is associated with learning, but we’re learning that it has not been established,” she said.

The lab is built on the concept of “open science,” the idea that science should be transparent, accessible and collaborative. Bacelar and many others are hopeful that these principles roll back some of the criticism and skepticism the sciences have faced in recent years, what she describes as a “replication crisis.”

“Our goal is to enhance reliability in our research findings,” she said. “We need to be able to verify our findings, and we need to be transparent, and we need to have rigor.”

Bacelar encourages students from across the university’s disciplines to get involved – but there’s a catch. Because she wants to ensure a quality experience, she’s able to accept only a handful of student researchers. And this year’s lab team will likely be next year’s as well.

“We welcome all types of researchers,” she said. “I think having research experience as an undergrad is valuable. It should be a meaningful experience.”

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More From Forbes

6 college success strategies for gen z.

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Large group of happy college students celebrating their graduation day outdoors while throwing their ... [+] caps up in the air.

Success in college demands more than just academic knowledge—it requires a robust set of executive function skills . These skills, which include managing time, planning long-term projects, and regulating emotions, are essential for navigating the complex demands of college life. With more than 60% of Gen-Z reporting an anxiety disorder , per a report from data management firm Harmony Healthcare IT, it is necessary that students be intentional about developing executive function skills that allow them to decrease their anxiety and improve performance. Let's explore the crucial executive function skills every college student should develop, complete with practical strategies to enhance these skills.

Time Management

Princeton’s McGraw Center for Teaching and Learning highlights that effective time management is perhaps the most critical skill for college success. It involves not only keeping track of daily classes and assignments but also managing long-term projects and social engagements. The ability to balance these tasks efficiently can reduce stress and enhance academic performance.

A structured daily schedule helps you manage your time effectively, ensuring that you allocate enough time for both academic responsibilities and personal care. Complement this with a longer-term task list that outlines major projects, upcoming exams, and application deadlines. This method keeps you motivated and engaged, with a clear view of upcoming responsibilities and milestones.

Planning And Prioritization

College students face myriad tasks each day, from homework assignments to extracurricular activities. Learning to prioritize these tasks based on urgency and importance is crucial , according to best practices from WeWork. This skill ensures that students meet deadlines and allocate their time to projects that require more focus and effort. For example, use a digital planner to mark critical deadlines and exams at the start of the semester. This will allow you to prioritize study time around these key dates, ensuring you are well prepared without last-minute stress.

Likewise, it is essential to schedule downtime, or white space, on your calendar. This time is not for social media scrolling or video gaming; rather, it’s for being bored and letting your mind wander. This practice is crucial for creativity and problem-solving. It allows the brain to form connections and come up with new ideas without the pressure of constant input.

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Apple iphone 16 unique all new design promised in new report, the world s best beers according to the 2024 world beer cup, goal setting.

Setting clear, achievable goals provides a road map for success in college. These goals can range from academic achievements, like maintaining a certain GPA, to personal development objectives, such as learning a new skill or participating in community service. A study by Taylor W. Acee and colleagues investigated how various properties of college students' self-set academic goals relate to their academic achievement. Key findings from the study suggest that students who set more specific academic goals tended to achieve higher GPAs. Specific goals provided clear performance standards and deadlines, aiding in better planning and effort allocation.

In addition, goals driven by external pressures, like rewards or punishments, negatively affected students' GPA. This suggests that extrinsic motivators, such as rewarding yourself with leisure time or food, may undermine your intrinsic interest and autonomy, leading to poorer performance.

Self-Control And Emotional Regulation

College life comes with its ups and downs. The ability to control impulses and manage emotional responses to both successes and setbacks can significantly affect a student’s well-being and academic performance. For example, when a student receives a lower grade than expected, they can take the time to process their emotions rather than reacting impulsively. Scheduling a meeting with the professor to discuss how to improve can turn disappointment into a learning opportunity.

The Journal of Educational Psychology article " A Stitch in Time: Strategic Self-Control in High School and College Students " by Angela L. Duckworth and colleagues, explores the role of self-control in achieving academic success and its broader implications.Overall, the research highlighted that strategic self-control, especially strategies implemented early in the impulse generation process, significantly influences academic success. Students often recognize the utility of these strategies but may not always use them effectively. The findings suggest the importance of teaching and encouraging the use of effective self-control strategies to improve educational outcomes.

This research highlights the importance of early intervention in combatting habits that have the potential to diminish our self-control and emotional regulation. One obvious habit many people struggle with is smartphone use, which can be a significant distraction . Setting aside phone-free times during study sessions can help improve focus and efficiency. This practice not only aids concentration but also encourages deeper engagement with the material, fostering better understanding and retention.

Flexible Thinking

The ability to adapt to new situations and solve problems as they arise is invaluable in the dynamic college environment. Flexible thinkers can handle unexpected changes, such as shifts in course schedules or group project dynamics, without excessive stress. A Journal of Postsecondary Education and Disability study by Kercood et al. investigates the role of cognitive flexibility in the academic and career trajectories of college students, focusing on those with and without attention-deficit hyperactivity disorder (ADHD). The study demonstrated that cognitive flexibility positively predicts academic achievement, particularly in reading, where higher subjective cognitive flexibility leads to better reading skills. It also influences mathematical and writing skills but through objective measures of cognitive flexibility. In addition, there is a significant relationship between cognitive flexibility, especially subjective cognitive flexibility, and career confidence. Students with ADHD who have high cognitive flexibility tend to feel less confident about their career choices compared to those with lower cognitive flexibility. In contrast, non-ADHD students with higher cognitive flexibility feel more confident about their career paths.

Enhance your cognitive flexibility by taking time each week to reflect on what’s working and what isn’t. Self-reflection can help you adjust your strategies, whether it’s reshuffling how you prioritize tasks or finding better ways to manage stress. This habit encourages continuous improvement and personal growth.

Use Tools And Resources

Leverage tools such as digital planners, apps that block distracting websites, or methods like the Pomodoro Technique to enhance focus during study times. The Pomodoro Technique, a popular time management tool, is designed to enhance focus and productivity. The technique uses a timer to break work into intervals, traditionally 25 minutes in length, separated by short breaks, typically 5 minutes.

In addition to self-management tools, don’t hesitate to seek resources available in high school and colleges such as tutors, counseling centers, and executive function coaches, which can provide additional support to meet academic and personal challenges.

Developing strong executive function skills is a dynamic process that extends beyond mastering a set of tasks—it involves cultivating a mindset geared toward continuous improvement and adaptation. For college students, these skills are not just about achieving academic success; they are about setting the foundation for lifelong resilience and achievement. By incorporating these strategies into your daily routine, you’ll be well on your way to a fulfilling and successful college experience.

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