Using critical analysis to develop metacognitive ability and critical thinking skills in biology (original) (raw)

The role of metacognitive skills in developing critical thinking

Metacognition and Learning, 2010

The study investigated the influence of metacognition on critical thinking skills. It is hypothesized in the study that critical thinking occurs when individuals use their underlying metacognitive skills and strategies that increase the probability of a desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and Dennison (Contemporary Educational Psychology 19:460-475, 1994), which measures regulation of cognition and knowledge of cognition, and the Watson-Glaser Critical Thinking Appraisal (WGCTA) with the factors inference, recognition of assumptions, deduction, interpretations, and evaluation of arguments were administered to 240 college students from different universities in the National Capital Region in the Philippines. The Structural Equations Modeling (SEM) was used to determine the effect of metacognition on critical thinking as latent variables. Two models were tested: (1) In the first model, metacognition is composed of two factors while (2) in the second model, metacognition has eight factors as they affect critical thinking. The results indicated that in both models, metacognition has a significant path to critical thinking, p<.05. The analysis also showed that for both metacognition and critical thinking, all underlying factors are significant. The second model had a better goodness of fit as compared with the first as shown by the RMSEA value and other fit indices.

Review of ReseaRch METACOGNITION AND CRITICAL THINKING ABILITY OF HIGHER SECONDARY STUDENTS

The present study was aimed to find out the relationship between metacognition and critical thinking ability of higher secondary students. Normative survey method was adopted. The sample consisted of 400 higher secondary students from 10 schools in Kanyakumari district. Self-made tools were administered to collect the data. The study revealed that there is a significant positive correlation between metacognition and critical thinking of higher secondary students.

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

JPBI (Jurnal Pendidikan Biologi Indonesia), 2019

Science and technology development in the 21st-century has been demanding educators to provide learning activities which stimulate students’ critical thinking skills. This study aimed to find out the correlated factors of the students’ critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All of the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical ...

The Analysis of Students’ Critical Thinking Skills on Biology Subject

Anatolian Journal of Education

This study aimed to investigate the differences between: 1) low-ability students' critical thinking skills and high-ability students' critical thinking skills, 2) male students' critical thinking skills and female students' critical thinking skills. This research was a survey conducted in some public Senior High Schools (SMAs) in Batu, East Java, Indonesia. An essay test which examined students' critical thinking skills in biology was distributed to 245 participants. The results of the test were analyzed using a critical thinking skills rubric. Data analysis was performed using ANOVA technique. Research findings showed that 1) high-ability students' critical thinking skills were higher than low-ability students' critical thinking skills, and 2) female students' scores on the critical thinking test were higher than male students' scores. These results suggest that it is necessary to implement learning strategies which can promote students' critical thinking skills in the biology classroom.

Effects of metacognitive guidance on critical thinking disposition

Pegem Eğitim ve Öğretim Dergisi, 2015

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in dev...

Critical thinking skills: Profile and mastering concepts of undergraduate students

International Journal of Evaluation and Research in Education (IJERE)

As one of the 21st-century skills, critical thinking (CT) is required for working in an interdisciplinary setting. Educators are expected to provide learning activities that enhance students’ CT skills. Biology, particularly Cell Biology, is seen as challenging since the topics covered therein relate to those covered in the following semester. This research was conducted out as a preliminary study to improve the quality of the learning process, especially in the Cell Biology course. It aimed to identify students’ CT skills in mastering concepts about Cell Membranes. This study enlisted the participation of 105 students from two universities. This research used an instrument test essay using the rubric CT skills. The findings revealed that undergraduate students’ CT skills were classified as basic in mastering the concept of Cell Membrane.

Assessment of Critical Thinking Skills Among the Ublc College Students and Teachers

2018

Critical thinking is considered as a factor in the quality of education that the local can offer. Thus, the study aims to identify the perception of the teachers and students in infusing critical thinking skills in terms of classroom instruction. This study also explores how teachers perceive their teaching of critical thinking skills and their students’ perceptions about their understandings and awareness of learning critical thinking. Moreover, this propose intervention activities to develop critical thinking skills among college students. The questionnaire from the Foundation for Critical Thinking was administered to 1,050 respondents from the teachers and students. Results show the strength of the students in terms of critical thinking would be their view on determining the reliability of the sources of the information they use and receive in class. There is a need to improve the teachers’ instruction to aid the students in identifying the differences among assumptions, inferenc...

Critical-Thinking Assessment Table: A Novel Strategy to Foster Students' Critical-Thinking Dispositions

Jurnal Ilmiah Psikologi Terapan, 2018

Critical-thinking dispositions are integral to drive and maintain students' use of critical-thinking in their academic and daily life setting. Yet, critical-thinking dispositions have received small attention from researchers. The present study developed and tested a novel strategy aimed to foster three Indonesian Master Students' critical-thinking dispositions. The strategy represented by a table consisting of a set of critical-thinking criteria and phases of critical-thinking self-regulation. The strategy intended to make explicit and to enhance the students' metacognition and self-regulation in the process of critical-thinking. Scores retrieved from critical-thinking dispositions scale shows that the intervention successfully increased the overall students' level of critical-thinking dispositions. The qualitative data from individual interviews revealed some valuable insights about the students' learning difficulties and that the strategy successfully made students aware of their thinking process and reinforced the students' metacognition and self-regulation process. The limitation and implication of the strategy are discussed.

The Correlation of Metacognition with Critical Thinking Skills of Grade XI Students on Human Excretion System Concept

Jurnal Penelitian dan Pembelajaran IPA

The aims of this study is to reveal metacognition and critical thinking skill of students grade XI, and also the correlation between metacognition with crititical thinking skill on human excretion system. The participants of this study consist of 100 students from grade XI of five different high schools in Tasikmalaya. Correlational method was used in this study. Instruments which used to obtain the data consist of metacognition test and critical thinking test. The students' metacognition was captured with the essay item related to the human excretion system concept. The multiple choice-reason item and essay item was used to capture the critical thinking skills. The results showed that students' score at metacognition and critical thinking have a low average. The results also proved that metacognition has a positive correlation and moderately strong with critical thinking skills.

On the Relationship Between Critical Thinking and

2011

This study investigates the relationship between critical thinking and the use of direct and indirect language learning strategies by Iranian learners. To this end, two survey instruments, the Strategy Inventory for Language Learning (SILL), and a questionnaire of Critical Thinking, were administered among 100 college students majoring in English translation at Karaj University. The findings reveals a statistically significant relationship between specific direct and indirect language learning strategies such as cognitive, metacognitive, and social with critical thinking, while memory, compensation, and affective strategies appeared to have no relationship with critical thinking.