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41 results for “Critical Thinking”
Dataset for Rasch analyses of the brief Critical Thinking Scale (CTh) and assessment of change
<p><strong>Dataset for Rasch analyses of the brief Critical Thinking Scale (CTh) and assessment of change</strong></p> <p>Data from the study reported in ” Exploring first semester changes in domain-specific critical thinking”.</p> <p>Data are from Danish Psychology students, and consists of three data sets containing the variables described below.</p> <p><strong>Baseline data set </strong>(n = 336)</p> <p>Gender: 1 = female, 2 = male</p> <p>Agegroup (median split): 1 = 21 years and younger, 2 = 22 years and older</p> <p>Math (perception of own mathematical knowledge as adequate): 1 = inadequate, 2 = adequate</p> <p>Statfuture (expectation to need statistics in future employment): 1 = yes, 2 = maybe, 3 = no</p> <p>CTh1, CTh2, CTh5 are items of the CTh scale with response scale (item statements included in the article): 1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always</p> <p>RescaledWML (rescaled person parameter estimates at baseline)</p> <p><strong>Matched longitunial data set dataset</strong> (n = 165)</p> <p><em>Gender, Agegroup, Math and Statfuture were collected at baseline</em></p> <p>Gender: 1 = female, 2 = male</p> <p>Agegroup (median split): 1 = 21 years and younger, 2 = 22 years and older</p> <p>Math (perception of own mathematical knowledge as adequate): 1 = inadequate, 2 = adequate</p> <p>Statfuture (expectation to need statistics in future employment): 1 = yes, 2 = maybe, 3 = no</p> <p>CTh1b, CTh2b, CTh5b are items of the CTh scale at baseline with response scale (item statements included in the article): 1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always</p> <p>CTh1f, CTh2f, CTh5f are items of the CTh scale at follow-up with response scale (item statements included in the article): 1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always</p> <p>RescaledWMLf (rescaled person parameter estimates at follow-up)</p>
Extended dataset and Coreq Checklist for 'Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources"
<p>Individual user test interview guides and group interview guides for multiple stakeholders</p> <p>Coreq checklist</p> <p>Design reporting checklist</p>
Introduction to Critical Thinking and Source Selection
<p>An introduction to the process of critical thinking and its importance when undertaking academic research.</p> <p> </p>
Dataset for "Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources"
<p>A qualitative dataset for the article: Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources</p> <p>We collected this data in Phase 2 of the work described in the article, to inform development of educational resources (<em>Be Smart About Your Health</em>) to support teaching critical thinking about health claims and making informed health choices for use in secondary schools, based on a set of Informed Health Choices Key Concepts. </p> <p>Data collection methods: individual and group interviews, observation of classroom pilots, in Kenya, Rwanda, and Uganda, and via email from an international advisory group. Timeframe for data collection and analysis: 2020-2022</p> <p>This dataset is a part of the research project: <em>Enabling sustainable public engagement in improving health and health equity, </em>2019-2024. Funded by GLOBVAC programme, Research Council of Norway. </p> <p> </p>
An example of critical thinking (CT) snippets usage at Fourah Bay College, University of Sierra Leone
<p>Recorded students & lecturer WhatsApp group conversation while going through the 'CT snippets' which are based on INASP's online course 'Questioning as we learn: An introduction to critical thinking'</p>
The Use of Questions in Fostering Critical Thinking Among State Registered Nursing Students in Fako Division of Cameroon
<p>Although critical thinking has become a core competency in the practice of nursing and a major apprehension of undergraduate nursing courses, observably, too many nursing graduates are unable to think critically. This has led to the provision of poor-quality care to patients. How nursing students are taught to acquire critical thinking remains unclear and is a call for concern. This study therefore sought to examine teacher’s use of the questioning method in fostering critical thinking in State Registered Nursing (SRN) students in Fako Division of Cameroon. An exploratory sequential research design with the collection of both qualitative and quantitative data for triangulation was adopted for the study. Data was collected via interviews with 16 teachers and 4 focus group discussions with year two students from the selected SRN schools. 42 teachers and 105 year two students were also administered questionnaires. 24 classroom observations were carried out to observe teachers’ questioning skills and finally 205 examination questions were analysed using Blooms taxonomy. Thematic analysis was used for qualitative data while quantitative data was analysed using the statistical package for social sciences version 20.0 for descriptive statistics. The age range for students was between 18 to 26 years and a majority 92 (87.62%) were females while a majority of the teachers 15 (35.72%), had a work experience of 2-5 years and 6- 10 years. The major theme that emerged from the interviews was ‘question and answers” and the categories included “selected students’ response” and “insufficient motivation”. Quantitative data analysis revealed several practice gaps such as 72 (68.5%) of the students disagreed that teachers do not focus questions on particular students, while 70 (66.6%) disagreed that teachers allowed adequate time for them to reflect before responding to questions. The findings also revealed that majority of the written examination questions 199 (97.07%) fell under the category of lower thinking order skills. Teachers do not use the questioning method appropriately, hence cannot effectively foster critical thinking in nursing students. The organisation of training workshops on how to use questions to foster CT is therefore necessary.</p>
CATCH-EyoU: Educating Critical Citizens? Portuguese Teachers and Students' Visions about Critical Thinking in School.
<p>The dataset integrates the perspectives on critical thinking in school of Portuguese teachers (in total, 16 interviews) and students (in total, 8 focus groups).</p>
Underlying data for "Development of a framework of potential adverse effects of interventions to improve critical thinking about health choices: A mixed methods study."
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06 - How to provide science with solid foundations...at the origins of critical thinking (Part 2)
<p>Session #6 of the REINFORCE Critical & Scientific Thinking course, entitled, 'How to provide science with solid foundations...at the origins of critical thinking (Part 1)', is given by Stefano Gattei, Professor of Science in Society, at the University of Trento, Italy.</p> <p>During the session, Prof. Gattei covers Wittgenstein, Logical Positivism and the life of the Vienna Circle.</p>
05 - How to provide science with solid foundations...at the origins of critical thinking (Part 1)
<p>Session #5 of the REINFORCE Critical & Scientific Thinking course, entitled, 'How to provide science with solid foundations...at the origins of critical thinking (Part 1)', is given by Stefano Gattei, Professor of Science in Society, at the University of Trento, Italy.</p> <p>In this session, Prof. Gattei covers the ways in which the Second Scientific Revolution was also intertwined with a revolution in the philosophy of science.</p>
03 - A Critical Thinking Q&A
<p>Session #3 of the REINFORCE Critical & Scientific Thinking course, 'A Critical Thinking Q&A', is given by Nobel Prize laureate Saul Perlmutter, Professor at the University of California, Berkeley, Lawrence Berkeley National Laboratory.</p> <p>During this session, which took place in the autumn of 2022, Prof. Stavros Katsanevas, the Director of the European Gravitational Observatory and the Coordinator of the REINFORCE project, leads a question and answer session with Prof. Perlmutter and members of the audience.</p>
Nurses' Attitudes Toward Artificial Intelligence and Their Relationship With Critical Thinking Dispositions
ClinicalTrials.gov study NCT07134374. IPD Sharing: NO. Countries: 1. Publications: 3.
Replication package for "Solar Eclipses and the Origins of Critical Thinking and Complexity".
<p>This replication package accompanies Litina and Roca-Fernández. “Solar Eclipses and the Origins of Critical Thinking and Complexity”. The Economic Journal. (forthcoming)</p>
The Opposite Interaction Between Academic Achievement and Self-Regulated Learning on Critical Thinking in Undergraduate Medical Students
<p>This is a single center survey of critical thinking disposition in undergraduate medical students. The survey was performed in three different batches in that school.</p>
Dataset for "The effects of teaching strategies on learning to think critically in primary and secondary schools: an overview of systematic reviews"
<p>A dataset for the overview of systematic reviews entitled "The effects of teaching strategies on learning to think critically in primary and secondary schools: an overview of systematic reviews". </p>
Dataset on "Argument maps as a proxy for critical thinking development: A Lab for undergraduate students"
<p>Argumentative skills are crucial for any individual at the personal and professional levels. In recent decades, there has been an increasing concern about the weak undergraduates' skills and considerable difficulty in reworking and expressing one's own reflection on a topic. In turn, this has implications for being a critical thinker, able to express an original point of view. Tailored interventions in Higher Education could constitute a powerful approach to promote argumentative skills and extend these skills to professional and personal life. In this regard, argument maps (AM) could prove to be a valuable support to the visualization process of arguments. They don’t just create associations between concepts, but trace the logical relationships between different statements, allowing you to track the reasoning chain and understand it better. We conducted an experimental study to investigate how a path with AM could support students in increasing the level of text comprehension (CoT) competence, in terms of identifying the elements of an argumentative text, and critical thinking (CT), in terms of reconstructing meaning and building their own reflection. </p> <p>Our preliminary descriptive analysis suggested the positivity of the role of AM in increasing students’ CoT and CT proficiency levels</p> <p> </p> <p>This Zenodo record follows the full analysis process with R (https://cran.r-project.org/bin/windows/base/ ) composed of the following datasets and script:</p> <p>1. Comprehension of Text and AMs Results - ExpAM.xlsx</p> <p>2. Critical Thinking Results - CriThink.xlsx</p> <p>3. Argumentative skills in Forum - ExpForum.xlsx</p> <p>4. Selfassessment Results - Dataset_Quest.xlsx</p> <p>5. Data for Correlation and Regression - Dataset_CorRegr.xlsx</p> <p>6. Descriptive Statistics - Preliminary Analysis.R</p> <p>7. Inferential Statistics - Correlation and Regression.R</p> <p> </p> <p>Any comments or improvements are welcome!</p>
Application of PDCA Circular Management to Improve Critical Thinking Skills of ICU Nurses Within Five Years of Employment
ClinicalTrials.gov study NCT05830383. IPD Sharing: NO. Countries: 1. Publications: 2.
Physiotherapy Critical Thinking in Clinical Practice Questionnaire
ClinicalTrials.gov study NCT05059483. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Effect of Educational Program of Virtual Reality on Critical Thinking Disposition Among Nursing Students at Damietta University
ClinicalTrials.gov study NCT06622811. IPD Sharing: YES. Countries: 1. Publications: 1.
DEVELOPING CRITICAL THINKING AND PROBLEM-SOLVING SKILLS IN GIFTED STUDENTS
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Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.