Artworks of this kind are well suited to help us understand the issues we face regarding sustainability. The work raised questions of who we are, what we prioritise in our lives. Volume 38 , Issue 3.
The full text of this article hosted at iucr. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account. If the address matches an existing account you will receive an email with instructions to retrieve your username. Original Article. Read the full text. Tools Request permission Export citation Add to favorites Track citation.
Share Give access Share full text access. Share full text access. International Electronic Journal of Mathematics Education , 12 2 , pp. International Electronic Journal of Mathematics Education , vol. Abstract The ability to think critically and analytically is one of the main competencies expected of a learning process in higher education institution, especially in science area.
A scientist should be able to explore a problem, choose the appropriate method, obtain the solutions, and communicate their analysis correctly.
This method trains the students to conduct research on an issue in real life. The results indicate that around We conclude that this learning method significantly improve student achievement and provide satisfaction and student interest in following the course. References Arends, R.
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September , page 67 — Duron, R. Critical Thinking Framework for Any Discipline. Pithers, R.
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Critical thinking in education: A review. Educational research, 42 3 , Ripamonti, S. Journal of Management Inquiry, 25 1 , 55— Roberts, P. Reflection: A renewed and practical focus for an existing problem in teacher education. Australian Journal of Teacher Education, 41 7 , 2.
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The teacher as reflexive professional: Making visible the excluded discourse in teacher standards. Discourse: Studies in the cultural politics of education, 34 3 , Scriven, M. Defining Critical Thinking. Retrieved March 23, Aims and Scope. Publication ethics.
Open Access Policy. Authors Guidelines. Journal Policies. Copyright Transfer Agreement. Skip to main content Skip to main navigation menu Skip to site footer. Abstract The factor analysis was used to ascertain the factors reflecting the most important attitudes of the respondents concerning reflective thinking in the classroom: self-evaluation, feedback and recording, improvement and analysis of teaching materials, assessment, concepts and misconceptions, construction of knowledge, metacognition and permanent improvement.
Keywords: cognitive thinking, permanent improvement, self-evaluation, reflectivity, teaching practice. Downloads Download data is not yet available.